
ACHERS’ MANUAL 

FOR THE 


AMERICAN SECOND READER 
FOR CATHOLIC SCHOOLS 


BY 

REV. JAMES HIGGINS 


AUTHOR OF “THE STORY EVER NEW,” “STORIES OF 
GREAT HEROES,” “FUNDAMENTALS OF 
PEDAGOGY,” ETC. 


THE SCHOOL SISTERS OF NOTRE DAME 

AND 

MARY CHRISTINA AUSTIN 

AUTHOR OF “VERSES FOR VARIOUS OCCASIONS” AND 
EDITOR OF “THE NORTH AMERICAN TEACHER” 




D. C. HEATH AND COMPANY 

BOSTON NEW YORK CHICAGO LONDON 

ATLANTA SAN FRANCISCO DALLAS 


i • c 





V V 


Is' 


Vv 






si 


V\\ 

V 








ft' i' 




' , 


>» 




vtt i 

A- A 








|l ^ s 














’ M • * 


■»V- 


♦] 'V. • ; <i '‘.V. ■ >' ! l , : , Si i > 

v . v i. ... : t > • 














I »' * 


L* 


x S \ 


• • 


\ 










* * 
V 







✓ 




















TEACHERS’ MANUAL 

FOR THE 

AMERICAN SECOND READER 
FOR CATHOLIC SCHOOLS 

BY 

REV. JAMES HIGGINS 

AUTHOR OP “THE STORY EVER NEW,” “STORIES OF 
GREAT HEROES,” “FUNDAMENTALS OF 
PEDAGOGY,” ETC. 

THE SCHOOL SISTERS OF NOTRE DAME 

AND 

MARY CHRISTINA AUSTIN 

AUTHOR OF “VERSES FOR VARIOUS OCCASIONS” AND 
EDITOR OF “THE NORTH AMERICAN TEACHER” 



D. C. HEATH AND COMPANY 

BOSTON NEW YORK CHICAGO LONDON 

ATLANTA SAN FRANCISCO DALLAS 


Nihil Obstat 




Patrick J. Waters, Ph.D. 
Censor Librorum 


Imprimatur 


April 29, 1925 


William Cardinal O’Connell 
Archbishop of Boston 



2 e 8 


COPYRIGHT, 1928 
BY D. C. HEATH AND COMPANY 
PRINTED IN UoS.A. 

©Cl A1 0 7 4 827 


JUN -5 B28 


PREFACE 




This Manual has been planned with a two-fold aim in 
mind — to further the development of increased power in oral 
and silent reading, and to guide and direct the teacher’s pro¬ 
cedure to the most economical achievement of this end. 

The lesson plans help the teacher to introduce each lesson 
effectively by arousing the interest of the pupils. The 
mechanical drill, so necessary for the early stages of oral 
reading, has been thoughtfully organized. Plans for the 
oral reading suggest motives for audience situations. Speed 
and comprehension in silent reading are developed as the 
power to read orally increases. Speed is secured through 
exercises aimed at increasing eye-span and rate of eye- 
movement, and comprehension is secured by activities which 
develop habits of reading for thought. 

We suggest that before using the Manual, the teacher 
study the method as outlined in the Manual for the first 
year of school. The same method of phonics is used through¬ 
out the course, and will be found explained in the Manual 
to which we refer above. 


iii 



# 


CONTENTS 


PAGE 

I. Aims of the Second and Third Year Reading 

Course.1 

II. Explanation of the Second and Third Year 

Reading Course.3 

III. Second Reader Work Outline '. . . .11 

IY. Helpful Books on the Subject .... 99 

V. Appendix.101 


v 



I 







9 


\ 


\ 


/ 




v 





, > 











* 






TEACHERS’ MANUAL 


i 

AIMS OF THE SECOND AND THIRD YEAR 
READING COURSE 

The second and third school years form a period of rapidly 
increasing power. The power to read, or the application of 
the fundamental principles of the mechanics of reading, 
must be thoroughly grasped during this period of develop¬ 
ment. Further development of these mechanics will grow 
through graded presentation of reading material. But the 
fundamental knowledge of the mechanics themselves must 
be grasped by the end of the third year. If it is not, one 
cannot expect its development. 

An important objective, then, of this period is to produce 
independent readers. Let us remember, however, that the 
mechanics of reading (principally phonics) is only a means 
to an end, namely, word recognition. When this end is 
attained, there is no further need of phonetic drill. Group 
the class according to “ word-getting ” ability. There are 
always some “ ready readers ” who do not need phonetic drill. 
Allow such readers to increase their experiences by reading 
silently during the phonetic period, but make them respon¬ 
sible in some way for the silent reading. 

In addition to the development of independent power, the 
teacher must keep her eyes fixed upon the following impor¬ 
tant ends: 


l 


2 


TEACHERS’ MANUAL 


To increase comprehension; though the phonetic 
element is stressed above, yet it must always be 
kept in mind that comprehension is the final end 
and aim in reading and must be provided for even 
in the development period. 

To increase eye-span and the grouping of units. 

To this end it will be necessary entirely to eliminate 
lip-movement and word-pointing, both of which 
impede rate of movement and span of eye. 

Additional skills to be acquired during the third 
year. 

To begin effective study habits through work- 
type reading and to awaken interest in the acqui¬ 
sition of increased vocabulary. 

To preserve and increase a love for the rich and 
varied expressions offered through reading. 

When beginning after the return from vacation, do not be 
discouraged at the backwardness of the pupils in reading. 
Have plenty of easy, interesting reading material on hand. 
Even in the third grade it is possible to renew and increase 
love for reading by giving the children copies of easy second 
and even first readers for silent reading. The motive of 
this reading is purely pleasurable and should not be used for 
formal study. During this reading the teacher can observe 
the reading habits of the pupils and give the needed indi¬ 
vidual constructive criticism. 


II 


EXPLANATION OF THE SECOND AND 
THIRD YEAR READING COURSE 

Preparation for Thought 

Preparation for thought should be the introduction to 
every reading presentation. This preparation should arouse 
the interest of the pupils. It should make the pupils want to 
read the lesson. There are several ways of arousing this 
interest — by associating the story with past experiences 
or with the reader’s environment; by talking over or placing 
before the children as a problem to be solved some partic¬ 
ularly interesting phase of the story; by a rapid review 
and then the presentation of the new part; by relating the 
story to some former selection which should be recalled; 
through pictures, a well-selected poem, or some objects con¬ 
nected directly with the lesson. 

First Silent Reading. Silent reading is an outgrowth of 
the change in the social life of to-day. Formerly reading 
was looked upon as an art through which the thoughts of 
the educated were revealed to the masses, the great mass 
of people not being able to read. In these days, however, 
when the illiterate are the minority, men ordinarily read and 
think for themselves. There is also so much printed material 
upon even one phase of life, that unless a man is able to skim 
and comprehend, he will hardly be able to keep himself in 
the advanced lines of his station. 

3 


4 


TEACHERS’ MANUAL 


For these reasons, thinking educators are so emphatically 
emphasizing the need of specific training in silent reading. 
Merely to read is not sufficient, but to read and comprehend 
should be the result of our teaching. 

It is indeed to be regretted that teachers still devote so 
much time to reading for oral effect. This tendency is no 
doubt the result of early normal training in the oral type of 
reading. 

While the goal of the second and third grades should be 
fluent oral reading, silent reading should form a part of the 
everyday reading exercises with a view to increased compre¬ 
hension and speed. 

Every silent reading lesson should be a motivated lesson. 
Merely to assign a silent reading lesson and to show no 
further interest in it, except to see that the child is attending 
to the reading, has little educative value. 

It is well generally to have a silent reading lesson for com¬ 
prehension before the oral reading, though a more definite 
objective for comprehension may be given for the same 
lesson later, when the mechanics of the lesson have been 
studied and the selection has been read orally. 

After the children’s desire to read has been motivated 
through some worthwhile interest, allow the class to read the 
selection silently, telling them to raise their hands when they 
encounter a difficulty which they cannot overcome. Such 
difficulties are often eliminated through comprehension of 
the text. Each child should be helped over his individual 
needs. Pupil-teachers may be of service, there being in 
every class, regardless of its size, a few pupils of outstanding 
ability who will read the selection readily at sight, and whose 
interest and ability may be conserved by allowing them to 


EXPLANATION OF TWO YEARS’ WORK 


5 


help those in need. Difficulties presented in this way should 
be noted and used later on in the drill for the mechanics of 
reading. By no means should the teacher require the pupil 
to spend time at this reading in studying and developing 
words. The aim of the lesson is comprehension through 
interest, and interest must not be checked. However, if the 
lesson contains many unusual words or references, it is more 
economical for reading interest, to develop the unfamiliar 
words and phrases and then to allow the class to skim or read 
the lesson silently for story interest. 

Oral Reading 

Though silent reading is a far more practical phase of 
reading to-day, oral reading has its place. It is only through 
oral reading that a systematic advance in silent reading can 
be made. This is one means by which the teacher can 
measure the progress of her pupils in silent reading. Experi¬ 
ments prove that fluent oral readers usually are rapid silent 
readers. This is possibly due to the correct development in 
oral reading. There is, then, a close relation between oral 
and silent reading. Training in one usually aids the better 
development of the other. 

The oral reader must not only grasp the thought of the 
printed page, but he must make the thought carry over to 
other minds. 

Oral reading should be undertaken either to give pleasure, 
to impart information, or to enjoy some intellectual treat. 
The reader should be thoroughly prepared to read the selec¬ 
tion, and should be able to make his audience feel the message 
of the author, being careful to read at a moderately slow 
rate. The reader should be held responsible for the prepa- 


6 


TEACHERS’ MANUAL 


ration of the lesson. “ Word-calling ” should never be per¬ 
mitted. There are always those present in a class who 
are unable to entertain an audience. These “ word-calling ” 
readers need the audience situation far more than the fluent 
readers. Their audience, however, should not be their 
companions; but the teacher should act as audience for 
these pupils at such a time when the better readers are 
engaged in a silent reading problem. The inspiration of 
sometime becoming able to master a simple lesson well 
enough to read to the class should be held up as an incentive 
to reduce the word-calling habit. In audience reading, 
slight errors which do not change the meaning of the selection 
should be overlooked because emphasizing word recogni¬ 
tion decreases eye-movement and develops word-callers. It 
also decreases the interest in thought content. Nevertheless, 
careless preparation of oral reading should be discouraged 
very forcibly. 

Oral reading, which should always have an auditory 
motive, should be based on life situations, in pedagogy called 
audience reading. 

There is generally a two-fold classification of audience 
reading. One in which the entire class has the same matter 
before them. This type is well adapted to class study and 
is essential for the primary classes. The other consists of a 
somewhat formal auditory group and a pupil, or a group of 
pupils, motivated through some situation to entertain the 
former group. 

Preparation for oral presentation should consist of silent 
study of the selection to be read, assigning parts to each 
performer, the silent preparation, oral rehearsal if possible, 
and then the final reading before the audience. 


EXPLANATION OF TWO YEARS’ WORK 


7 


Motivate audience groups using different objectives. 
Arrange groups to read one to another. Have selections 
read to those who were absent. Prepare programs for 
special occasions — assemblies, patriotic celebrations, class 
meetings, safety and health activities. Have selections 
prepared to be read to the supervisor, principal, or visiting 
teachers. Library books furnish abundant supplementary 
material for the entertainment of an audience. The 
dramatizing element can be used to advantage by having 
some pupils read the descriptive and narrative parts while 
others read and play the character parts. Prepare topics to 
be read to another class. A Friday afternoon reading party 
stimulates interest in reading. Ask pupils to read certain 
parts of a story; for example, the most important part, the 
most exciting part, the most beautiful part, the part you like 
best, the funniest part. 

Having thus prepared the pupils with real motives for oral 
reading, and not hearing other than good reading, the 
children ought to develop a very fluent and finished skill in 
oral reading. 

Dramatization. The possibility of dramatizing the story 
is the most stimulating of all motives. In order to be able to 
play the story, the children must focus attention upon the 
essential facts in the story and interpret them correctly in 
oral reading. The play should be the children’s own inter¬ 
pretation of the story. To spend time in making the little 
play a “finished product” of the teacher’s interpretation 
defeats the end of dramatization. Original interpretation, 
even though crude, should be encouraged. It is far more 
valuable to the pupils participating and to the audience as 
well. The teacher rarely needs to correct false interpret a- 


8 


TEACHERS’ MANUAL 


tions. Little children as a rule are keen to detect and ready 
to correct in detail the mistakes of their companions. 

Mental Word Pictures. As in drawing one is taught to 
select with a “ picture finder ” the prettiest settings in a scene, 
so in our reading matter we can select those little expressions 
that place before the imagination the best mental pictures 
of the content. This practice strengthens the imagination 
and develops a refined taste for the beautiful. 

Memory Work. The mental word pictures have also a 
practical use. The main ideas of a selection can be per¬ 
manently fixed in the minds of the pupils through the 
mental word pictures. Group together in short sentences 
the sequence of a poem or prose selection. Instruct the 
children that while you read these mental pictures they 
should picture the scenes in their minds. Expressing it in 
another way, they should “run off” a little mental “movie” 
in their own mind. This is appealing to the child and is a 
valuable aid to the memory. 

Second Silent Reading 

After the oral reading has been done, speed development 
may become the object of our motivation. It is unsafe to 
encourage speed before a thorough mastery of the mechanics 
has been insured. When working for speed, accuracy must 
always be kept in the foreground. 

Motives for more specific comprehension: 

Mentioning a character in the story, say, “Let us 
see what-did.” 

What parts of the story must you remember in 
order to tell it ? 


EXPLANATION OF TWO YEARS’ WORK 


Which character represented in the story would 
you like to be? Why? 

Place thought questions relative to the lesson on 
the blackboard before the lesson has begun. Tell 
the pupils to raise their eyes from the book when 
they are prepared to reply to the questions. 

Encourage the pupils to ask thought questions of 
each other after the silent reading. 

Whenever possible, in the general classroom 
work, write directions to the class on the black¬ 
board. 

Motives for speed : 

See how far children can read in a stated time. 

Yesterday it took us - minutes to read the 

story. See if to-day we can read it in —— minutes 
(mentioning a shorter time). 

Correlation 

Seat work which is related to the reading should help in 
comprehension almost as much as the reading lesson itself. 
It is a good plan to provide three different attainments in seat 
work, a minimum for all, a second achievement for the 
medium scholar, and a maximum for the best pupils. The 
first type should be a low grade requirement and the other 
two assignments, work of a higher order. The seat work 
suggested in the daily lesson plan for different days can be 
adapted to other lessons according to the special needs of 
each group. 


10 


TEACHERS’ MANUAL 


Poetry 

The rhymes and poems given in the American Reader for 
Catholic Schools were selected for children of these grades on 
account of their rhythmic appeal, simplicity, and in some 
instances because of their aesthetic value. 

The rhythm and rhyme of poetry have a charm for all. 
In order that the right appeal be made, the poem should 
ordinarily reach the child through the ear. It should be 
read by the teacher. No matter how simple the poem, to be 
read well, it must be thought over and studied. One must 
become a sharer of the poet’s feelings. Taught properly, 
poetry should be welcomed by both teacher and pupil. It 
should be a delight for the pupil. Poetry can never be forced 
on one. It should not be treated as a work-type study. Its 
value to each individual is in proportion to the individual’s 
aesthetic response. Improve his love for the beautiful and 
you improve his love for poetry. This is the only way to 
develop and increase poetic appreciation. 


Ill 


SECOND READER WORK OUTLINE 

A Little Boy’s Prayer — Pages 1-3 

I. Preparation for Thought. — The picture will sug¬ 
gest theme of the preparatory talk. Let the children discuss 
what the little boy is doing. This discussion will lead to the 
important duty of morning and evening prayer. 

First Silent Reading. You all say your own little prayers 
when you go to bed. Who would like to know what prayers 
little Joseph said ? 

Questions for Thought. Why did Joseph thank God? 
What favor did he ask of God? Why did Joseph want an 
angel near him? Would you pray to God for the same favor 
that Joseph did, or for what would you pray? 

Explanation of Difficult Terms. The angel will protect me. 

II. Preparation of Mechanics. 

New Words. 

1. Mrs. 

2. pajamas played dressed kindness later son 

3. forget 

Note. — It is better to teach the New Words before presenting 
the phrases. After the recognition and meaning of a new word 
has been made clear, create a contextual phrase around it. Ex¬ 
ample. “When Joseph was ready to jump into bed, he was wearing 
what?” (Teacher) writes “pajamas.” “Santa Claus had 
brought Joseph what kind of paj amas ? 1 ’ (Teacher) writes 11 pretty 
white pajamas.” 


11 


12 


TEACHERS’ MANUAL 


Phrase Drill. 

pretty white pajamas 
with my toys 
kindness to me 
send an angel 
be afraid 
stay awake 

Phonics. Teach on and ind. Review ee and oy. 


son 

kindness 

mind 

on 

ind 

rind 

won 

bind 

blind 

lion 

find 


upon 

kind 


Words in Words. 

later 

forget 

played 

late 

for 

play 

ate 

get 

lay 


Note. — A complete list of the words containing the phonics 
suggested for each lesson will be found in the Appendix of the 
Manual. 

III. Oral Reading-Motive. Who can read little Jo¬ 
seph’s prayer to the class? 

Note. — The audience group have a very important lesson to 
learn. To listen attentively is often difficult. It is an art to be 
an interesting, polite, and appreciative listener. The children 
ought to be trained to this situation. 

Dramatization. Have the children dramatize the story, 
giving original prayers. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words : 


went upstairs 
feel tired 
do not forget 
like the dark 
will protect me 


SECOND READER WORK OUTLINE 


13 


Dressed in his pretty white pajamas 
He was kneeling near his bed 
I have played all day with my toys and games 
I want an angel near me 

IV. Second Silent Reading - Motive. To develop 
rapid eye movement; to train pupils to group intelligently. 
The teacher reads the phrases given below. The children 
look for them in the text. 

sometime later 
tired and sleepy 
want an angel 
will protect me 

V. Correlation. 

Seat Work: Thought Test. 

1. Place this list on the blackboard : 


bed 

pajamas 

animal 

auto 

basket 

bird 

chair 

clock 

tree 

coat 

cow 

picture 

pins 

shoes 

telephone 

train 

trunk 

watch 

water 

windows 


wall 

oven 



2. Make a list of the things given that might be found in 
Joseph’s bedroom. 

Mother’s Kisses — Page 4 

I. Preparation for Thought. Lead the pupils to tell 
you about mother’s love for them. Ask how mothers show 
their love. Direct the conversation to the content of the 
selection. 


went upstairs 
kneeling near his bed 
keep me from danger 


14 


TEACHERS’ MANUAL 


First Silent Reading. Read to see when mother kisses 
baby. 

Questions for Thought. Why do mother’s kisses take the 
baby’s hurt away? 

Explanation of Difficult Terms. 

She covered me over with kisses 
A kiss when I gave her trouble 

II. Preparation of Mechanics. 

New Words. 


bump rattle 

nothing 

trouble kisses 

Phrase Drill. 



when I wake 


burn my finger 

bump my head 


with my rattle 

pull her hair 


covered me over 

give her trouble 


There is nothing 

Phonics. Teach es, ump, and ou. 

Note. — Since ou in trouble is an exception, teach ou = u (short) 

kisses 

bump 

trouble 

es 

ump 

ou 

yes 

hump 

ought 

fishes 

lump 


glasses 

pump 


senses 

plump 

stump 

thump 


Words in Words. 

rattle 

rat 



at 



SECOND READER WORK OUTLINE 


15 


Word Games, bump , rattle 

bit jump 
b it j ump 
bump 


ran little 
ra n li ttle 
rattle 


III. Oral Reading-Motive. Comprehension. Select 
pupils telling each to read just one occasion when mother 
kisses baby. It would be well for the teacher to read the 
whole poem when the pupils have finished. 

IV. Correlation. 

Seat Work. Build the stanza you like best with Alphabet 
Cards. 

Babyland — Pages 5-6 

The poem is to be read by the teacher. After the first 
reading say, “Hasn't it a pleasing swing? Did you notice 
it? IT1 read it again. You can really feel the swing of the 
words ?” 

Ask the question at the beginning of each stanza. Allow 
the children to read the answer. This will aid the memory. 

Ask several pupils to read the stanza they like best. 

After the poem is almost memorized, have a very good 
reader read it to the class. 

Preparation of Mechanics. 

New Words. 

Babyland downy flight folks miles pure 

ring crow jolly oddest queen laugh 


Phrase Drill. 


many miles 
Little folks 
cradle beds 
Shout and grow 


the oddest things 
one can tell 
downy heads 
Laugh and crow 


Jolly times 
Born above 
Guides the little feet 
Dream and wake and play 


16 


TEACHERS’ MANUAL 


Phonics. Teach qu. Review es, ace, and ight. 

queen 

qu 

quite 

question 

quickly 


Words in Words. 


downy 

babyland 

crow 

flight 

oddest 

smile 

down 

baby 

row 

light 

odd 

mile 


land 




miles 

Word Games, crow, 

queen, 

, bell, downy, jolly, flight, ring. 

cry blow 

quite seen 

boy fell 

day 

bow funny 

cr y bl ow 

qu ite s 

een 

b oy f ell 

d ay 

b ow fun ny 

cr ow 

qu 

een 

b ell 

d 

ow ny 

crow 

queen 


bell 


downy 

just 

Polly 

flag 

right 

rope 

sing 

j ust 

P oily 

fl ag 

r ight 

r ope 

s ing 

j 

oily 

fl 

ight 

r 

ing 

jolly 

flight 

ring 


Who Is She ? — Page 7 

The poem we are to enjoy to-day is really a guessing game. 

I’ll read it to you. You try to answer the question, “ Who 
Is She? ” 

Bring each characteristic mentioned in the poem to the 
notice of the children. Let them tell who in the class, in their 
opinion, has the characteristics mentioned. 

Read the poem several times for the children. Let them 
read it silently. Ask for a volunteer to read it to the class. 


SECOND READER WORK OUTLINE 


17 


Preparation of Mechanics. 

New Words. 

anyway gray often maybe 

Phrase Drill. 

black or brown or gray 
But anyway 
white as snow 
should tell 

Phonics. Review ay and ea. 

Words in Words. 

anyway gray maybe 

any ray may 

way be 

The Cat and the Mouse — Pages 8-12 

I. Preparation for Thought. Big White Cat and 
Little Mouse lived in the same barnyard. Do you think 
they were great friends ? Are cats and mice generally 
friends? Something happened to this particular cat and to 
this particular mouse to make them friends. 

First Silent Reading. Who would like to read the story to 
find out how they became friends? 

Question for Thought. How did Little Mouse satisfy Big 
White Cat? 

Explanation of Difficult Terms. 

I never did you any harm. 

What you say is quite true, 
try to catch 
Is not that fair? 


Or maybe 
hands are clean 
always neat 


18 


TEACHERS’ MANUAL 


II. Preparation of Mechanics. 

New Words. 

hole farmer instead 

Phrase Drill. 


mouse was hungry 

a hole 

something to eat 

tried to catch 

hurt you 

get corn 

thought and thought 

is quite true 

need food 

get some hay 

instead of eating me 

as fast as 

be my friend 

Phonics. Teach ue and ur. 

Review fr. 

true 

hurt 

ue 

ur 

blue 

fur 

hue 

turn 

Tuesday 

turkey 

Words in Words. 

Farmer 

instead 

farm 

in 


III. Oral Reading-Motive. Select pupils to read the 
narrative part and also the parts of Big White Cat, Little 
Mouse, the Farmer, the Cow. 

Mental Word Pictures. — Tell what picture comes to your 
mind when you hear these words : 

Big White Cat lived in a barn, Little Mouse lived in a hole under 
the barn. 

Big White Cat tried to catch Little Mouse. 


SECOND READER WORK OUTLINE 


19 


IV. Second Silent Reading-Motive. Test by asking 
pupils to begin reading at the tap of the bell and to reach: 
“Oh, Farmer dear, please give me some hay to take to the 
cow,” when the second tap of the bell is given. 

V. Correlation. 

Problem. Copy this list of animals and name some food 
that each animal is particularly fond of: 


bird 

lion 

mouse 

monkey 

cat 

chicken 

elephant 

Pig 

cow 

snake 

bear 

rabbit 

sheep 

dog 

camel 



The Evening Star — Page 12 

Preparation of Mechanics. 

New Words. 

afar doth lovely 

Phonics. Teach ly, ar, o = u short 


lovely 

star 

doth 

done 

ly 

afar 

lovely 

some 

holy 

ar 

0 

tongue 

lily 

bar 

above 

won 

surely 

car 

other 

son 


far 

another 

nothing 


tar 

come 


Words in Words. 





afar lovely 

far love 

Do You Know? — Page 13 

A poem should always mean enjoyment to the children. 
Read it to them. Read it as often as they are happy to hear 


20 


TEACHERS’ MANUAL 


it. After the reading talk about the sleep of the flowers, and 
the migration of the birds. These are subjects that have 
special attraction for children. We cannot stress too much 
the wonderful works of God as shown in nature. 

After a discussion of the answers given to the questions of 
the poem, ask one child to read the questions and another 
child to read the answers. 

Preparation of Mechanics. 

New Words. 

creep daisies nod south 

peep springtime 

Phrase Drill. 


the daisies go 
they creep 
they peep 
fair warm south 


Underneath the snow 
Npd their little heads 
winter snow 
till daisies blow 


Phonics. Review er, ou\ and sp. 
Words in Words. 

springtime 

spring 

time 

Word Game. South 

sat mouth 

s at m outh 
s outh 

south 


Spring — Page 14 

These poems on Spring, Autumn, and Winter are sublime 
in their simplicity. The spirit of gratitude they breathe can 


SECOND READER WORK OUTLINE 


21 


be appreciated by even a child mind. Do not expect the 
children to master their meaning so well that their expression 
(reading) will interpret the emotions of the poem. A few 
pupils may read it so, the majority will not. Be satisfied, 
though, if from your reading the children feel that God has 
been very good to them and that they ought to thank Him 
for some of the pleasant things they enjoy. It is a far nobler 
thing to experience the sense of God’s goodness to us than to 
read the selection well. A love for poems will make the 
children want to read poetry, and practice will make perfect. 

Preparation of Mechanics. 

New Words. 


buttercup shaking picked 

Phrase Drill. 


What do you think 
Down in the woods 
dressed in blue 
Shaking their heads 


picked a buttercup 
underneath my feet 
lovely time of year 
have done down here 


Phonics. Review ed,fl, ick, and ow (how). 
Words in Words. 

buttercup picked 

butter pick 

cup 

Autumn — Pages 15-16 


Preparation of Mechanics. 
New Words. 


15. fairies 
perhaps 

16. among 
lean 


autumn fallen 

rate sort 

bare begin 

moving whisper 


folded 

choose 

branches 

softly 


path 

floating 

freeze 


22 


TEACHERS’ MANUAL 


Phrase Drill. 

come floating far 
covered soft and deep 
fallen fast asleep 
folded wings 
give them 


the sort of place 
if they could choose 
moving softly on the grass 
their brown arms gently round me 


Phonics. Teach air, ate, ong, and are. Review es, ed, 
and all. 


fairies 

rate 

air 

ate 

fair 

fate 

hair 

gate 

pair 

hate 

chair 

late 

stair 

mate 


plate 


state 


slate 


Words in Words. 

fairies least 
air east 


among 

bare 

ong 

are 

gong 

care 

long 

dare 

belong 

fare 

strong 

hare 

share 

spare 


whisper clean 

is lean 


fallen folded rate 

fall fold ate 

old 


Word Games. Sort, choose, among, branch, whisper, bare, 
freeze, begin. 


see or rat 
s ee or ra t 
s or t 
sort 


chum 

moo 

wise 

ch um 

m oo 

wi se 

ch 

00 

se 


choose 



amount strong 
am ount str ong 
am ong 

among 


SECOND READER WORK OUTLINE 


23 


brave Anne chum why is perhaps blue c 

br ave An ne ch um wh y is per haps blue c 

br an ch wh is per b 

branch whisper bare 

branches 

fruit keep size 

fr uit k ee p si ze 

fr ee ze 

freeze 

Winter — Page 17 

Preparation of Mechanics. 

New Words. 

everywhere fairyland melts snow-flakes cloud 

Phrase Drill. 


be go in 
be go in 
be g in 
begin 


go and play What fun it is 

stand and shine 


Phonics. Teach ine. Review sh and wh. 



shine 

pine 


ine 

wine 


dine 

brine 


fine 

spine 


mine 

swine 


line 

thine 


nine 

whine 

Words in Words. 

everywhere 

air 

fairyland 

every 

fair 

fairy 

where 

fairy 

land 


snowflakes 

snow 

flakes 


are 

are 

are 


24 


TEACHERS’ MANUAL 


Word Game. Melt 


me 

felt 

m e 

f elt 

m 

elt 


melt 

melts 


Who Loves the Trees Best? — Page 18 

This is another problem lesson that gives fact knowledge 
through enjoyment. It calls to mind the different seasons 
of the year and their effect on the trees. It can be dram¬ 
atized using five characters; the poet, spring, summer, 
autumn, winter. The poet asks, “Who loves the trees 
best?” and each season answers in turn. 

Preparation of Mechanics. 

New Words. 

blossoms harsh luscious tints yellow answered 

Phrase Drill. 

I give them blossoms I give luscious fruits 

Bright tints to all Harsh winter answered 

Phonics. Review ar, ight, and all. 

Words in Words. 

yellow tints 

yell in 


Word Games. Harsh, yellow, tints. 


he 

star 

she 

yes ill row 

till 

point 

h e 

st ar 

sh e 

ye s i 11 r ow 

ti 11 

poi nt 

h 

ar 

sh 

ye 11 ow 

ti 

nt 


harsh 


yellow 


tint 


SECOND READER WORK OUTLINE 


25 


The Annunciation — Pages 19-21 

I. Preparation for Thought. Tell in a very simple 
way, the profound story of the Annunciation. During the 
telling, allow the children to study the picture. 

First Silent Reading. Mrs. Shine told this same story to 
her daughter, Helen, and several friends. Let us see how 
Mrs. Shine told this story. 

Questions for Thought. Why is the Blessed Mother the 
most beautiful woman that ever lived ? 

Explanation of Difficult Terms. 

God sent me to you with a message. 

II. Preparation of Mechanics. 

New Words. 

19. Annunciation vacation finished fireside 

20. Helen beside stood Margaret most 

21. since message sent 

Phrase Drill. 

a message 
I am willing 

Phonics. Teach ent , ish, tion , c before e, g before e. 


sent 

finished 

Annunciation 

message 

since 

ent 

ish 

tion 

'g 

ce 

bent 

dish 

vacation 

bridge 

Alice 

dent 

fish 


danger 

dance 

lent 

rent 

went 

spent 

wish 


gentleman 

gentle 

manger 

face 

ice 

nice 

once 

policeman 


26 


TEACHERS’ MANUAL 


Words in Words. 

fireside 

fire 

side 

Word Games. Sent, cap 

so went 

sow ent 
s ent 

sent 


praise 

raise 


can lap 
c an 1 ap 
c ap 


cap 

caps 


III. Oral Reading-Motive. Read that part of the 
story which tells of the Annunciation. 

Dramatization. Dramatize the conversation held between 
the Blessed Mother and the angel. Impress the resemblance 
between the dramatization and the Angelus. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words : 

Last autumn four of my friends were sitting with me by the 
fireside. 

One day in the spring time, when the Blessed Virgin Mary was 
alone in her room, an angel from heaven stood beside her. 

Memory Work. Write this stanza on the blackboard : 

Dear Blessed Virgin, Mother so mild, 

Help me be thy good little child, 

Help me, dear Mother, to be kind and true, 

To love and praise God in all that I do. 

Have the children memorize the stanza. 

Whom do we ask to help us? We are asking the Blessed 
Mother to help us to do five things. Who can find what they 
are? 


SECOND READER WORK OUTLINE 


27 


IV. Second Silent Reading-Motive. Read the lesson 
again so that you will always remember the story of the 
Angelus. 

V. Correlation. 

Problem: Find and copy the words that the Blessed 
Virgin said. Find and copy the words that the angel said. 

Bed in Summer — Page 22 

I. Preparation for Thought. 

Read the poem to the children. When they have grasped 
the meaning of the poem and have overcome vocabulary 
difficulties by a study of the new words and phrase drill, 
have a discussion of the poem using the following or similar 
questions. Impress the necessity of much sleep for little 
ones. 

Having the books open before them, require the children 
to reply to these questions, using as much as possible con- 
texual phrases. 

Why does the little girl think she gets up at night in 
winter ? 

Do you dress by yellow candle-light? 

What kind of light do you use ? 

When does the little girl go to bed in summer? 

Does the picture show the little girl going to bed in 
summer or winter? 

How can you tell by the picture that it is summer ? 

Why do “ little people” go to bed early? 

What time do you go to bed ? 

II. Preparation of Mechanics. 

New Words. 

candle-light grown-up 


28 


TEACHERS’ MANUAL 


Phrase Drill. 

yellow candle-light quite the other way 

still hopping grown-up people’s feet 

still going past does it not seem hard 

clear and blue 

Who Made the Bird ? — Pages 23-26 

I. Preparation for Thought. The story of creation is 
suitable as a background for this lesson. 

First Silent Reading. The bird spoken of in this story was 
a very happy little bird. Let us find out what made him so 
happy. 

Questions for Thought. Why does God watch very espe¬ 
cially over His living creatures? Does He watch over us 
more than over His little birds ? Why ought we be happier 
than the birds ? 

Explanation of Difficult Terms. Who makes these happy 
little creatures ? singing a wonderful song. 

II. Preparation of Mechanics. 

New Words. 

24. cage breakfast front understand 

25. airships automobiles creatures houses I’m lives living 

26. cares 

Phrase Drill. 

a wonderful song a song so sweet 

houses, automobiles, airships 

Phonics. Review air, ea, ow (low), and, and are. 

Words in Words. 

teacher airships breakfast understand cage automobiles 

each air fast under age auto 

stand 


ships 


SECOND READER WORK OUTLINE 


29 


Word Games. Teacher 

to each her 

t o each h er 
t each er 

teacher 

III. Oral Reading-Motive. Prepare to read the lesson 
to another class. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words : 

I saw a very pretty house 

On the front of the house near a window 

I saw a cage, 

In the cage was a dear little bird. 

IV. Second Silent Reading - Motive. Speed. Set a 
time limit. 

V. Correlation. 

Drawing. Trace and color different birds. 

Problem. Draw a bird cage, using crayons. 

Trees — Page 26 

Read the poem to the children. 

Why does the poet say that the tree looks at God all day? 
What are the leafy arms of the tree? What does the tree 
do with its leafy arms ? 

The poet calls the roots of the tree its mouth because with 
the roots the tree takes food and moisture (water) from the 
earth. 

Robins build their nests in trees. The poet says the tree 
wears a robin’s nest in her hair. Does the poet really mean 
that the tree has hair? What can the poet mean by hair? 
The poet then says that snow and rain cling to the branches, 


30 


TEACHERS’ MANUAL 


they get very close to the tree. In the last line the poet says 
that fools (men) can make poems, but only God can make a 
tree. 

Preparation of Mechanics. 

New Words. 

against bosom breast earth’s flowing 

intimately lain leafy poem prest 

robins wear whose fools 

Phrase Drill. 


lifts her leafy arms 
wear a nest of robins 
intimately lives 


whose hungry mouth 
sweet flowing breast 
whose bosom 


Phonics. Teach ain and est. Review ate, ly, fl, and ook. 


lain 

ain 

Cain 

main 

rain 

brain 

chain 


drain 

plain 

Spain 

stain 

strain 

train 


prest test 

est vest 

best west 

lest zest 

nest 


pest 

rest 


Words in Words. 

against 

again 


flowing 

flow 

owing 

low 


prest 

rest 


Word Games, prest, robin, lain, fool. 


pray best Robert pin lap r ain fun school 
pr ay b est Rob ert p in 1 ap r ain f un sch ool 

pr est rob in 1 ain f ool 


prest 


robin 


lain 


fool 


SECOND READER WORK OUTLINE 


31 


Things You Should Know — Page 27 

I. Preparation for Thought. Pay special attention 
to the silent reading drills of this kind. They are important 
factors in the educational progress of the pupils. They show 
that silent reading can and ought to be used in the teaching 
of practically every reading lesson. The main purpose of 
such exercises is to teach the children to respond to thoughts 
produced through reading. 

II. Preparation of Mechanics. 

New Word. 

pastor’s 

Phonics. Review or 

pastor 

or 

for 

nor 

color 

story 

forget 

Words in Words. 

pastor 

past 

The American Flag — Page 28 

I. Preparation for Thought. This selection gives 
an opportunity for a lesson on love for the flag. Ask the 
pupils to tell you what they know about the American flag. 
Call on them to salute the flag individually and as a class. 
Let the children sing the flag songs they have learned. Ques¬ 
tion them regarding the colors of the flag. This selection 


32 


TEACHERS’ MANUAL 


should be memorized by the pupils and recited on patriotic 
occasions. Explaining the poem line by line aids memory. 

Questions for Thought. Why is the flag called “Your flag 
and my flag?” What does the flag hold? When you see 
the soldiers marching to the music of a band and the flag 
waving in the breeze, does it not make you feel happy? 
This is what the poet means when he says, “Your heart 
and my heart beat quicker at the sight.” When does the 
sun kiss the flag ? When does the wind toss the flag ? Why 
do we call it “The one flag”? Why do we call it, “The 
great flag”? 

II. Preparation of Mechanics. 

New Words. 

else folds glorified sun-kissed quicker 

secure sight wind-tossed holds 

Phrase Drill. 


Secure within its folds 
Beat quicker at the sight 
Sun-kissed and wind-tossed 
Glorified all else beside 


Phonics. Teach gl. Review ed, ick, old, er, and qu. 


glorified 

gl 

glad 

gladly 


quicker 

qu 


quail 

quack 

quake 

quell 


quite 

quick 

quickly 


question 

queen 


glasses 


Words in Words. 


folds kissed 

old kiss 


secure 


cure 


tossed 

toss 


SECOND READER WORK OUTLINE 


33 


Word Game. Quicker. 

qu een p ick ev er 
qu ick er 

quicker 

The Apple with the Rosy Cheeks —Pages 29-32 

I. Preparation for Thought. Describe in a few well- 
chosen sentences the picture of an apple orchard in autumn, 
touching on the color of the foliage, the slow but steady 
development of the fruit, the effect of the sun and the wind 
on the fruit. 

First Silent Reading. The sun, the bird, and the wind 
tried to get the apple for the little girl. Let us read to find 
who succeeded. 

Questions for Thought. How did the wind kiss the cheeks 
of the apple ? Does the wind ever kiss your cheeks ? What 
happens to your cheeks when the wind kisses them? 

Explanation of Difficult Terms. 

looking at it with longing eyes 

II. Preparation of Mechanics. 

New Words. 

29. cheeks fence rosy stone 

30. behind whether speak stir mind 

31. talked 

32. deeper welcome 

Phrase Drill. 

leaves turning brown 
whether or not 
behind a cloud 


34 


TEACHERS’ MANUAL 


Phonics. Teach urn. Review ind, eep, ong, ir, o = u short, 
and c before e. 

turn 

urn 

burn 

churn 

spurn 

Words in Words. 

deeper welcome stone speak 

deep come tone peak 


Word Games. Cheeks, fence, behind, stir, hope. 


chin weeks 


far pen dance 

ch in w eeks 


f ar p en dan 

ce 

ch eeks 


f en 

ce 

cheeks 


fence 



stay 

sir 

he rope 


st ky s 

ir 

her ope 


st 

ir 

h ope 


stir 


hope 


be he find 
be h e f ind 
be h ind 
behind 


III. Oral Reading-Motive. Read to the class the 
part of the story that you like best. 


Dramatization. Have children represent the little girl, 
the sun, the bird, the wind, the apple. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words : 


The little girl sat on a stone fence to take a rest. 
The bright sun came from behind a cloud. 

The little bird flew to the apple. 


SECOND READER WORK OUTLINE 


35 


IV. Second Silent Reading — Motive. See how quickly 
you can read to that part of the story where the wind gets 
the apple for the little girl. 

V. Correlation. 

Problem. The story says, “The apple and the sun talked 
for a long time.’' Can you imagine what they said to each 
other? With letters build what you think they said. 

Drawing. Draw an apple. Give it rosy cheeks. 

Cross Word Puzzle — Page 33 

I. Preparation for Thought. This is an effective 
review and word-formation drill. It taxes the ingenuity and 
the ability of the pupils. It has more than ordinary interest 
for them. Other exercises of this kind should be given 
occasionally. 

II. Preparation of Mechanics. 

New Words. 

cause class stairs morrow set 

Words in Words. 

stairs 

air 

Word Games. Class, stairs. 

clock grass stay chair 

cl ock gr ass st ay ch air s 

cl ass st air s 

class stairs 

The Wise Goat — Pages 34-35 

I. Preparation for Thought. A hungry little goat 
went for a walk. She was looking for some long, sweet 


36 


TEACHERS' MANUAL 


grass. She reached the top of a hill and there saw a patch 
of just the grass for which she had been looking. 

First Silent Reading. Let us read to learn if the little 
goat ate the grass that looked so good. 

Questions for Thought. Why is the goat called wise? 
Why was the wolf so kind to the goat ? Is it always wise to 
have things that look tempting ? 

II. Preparation of Mechanics. 

New Words. 

34. fresh dry 

35. wolf rather 

Phrase Drill. 

A hungry wolf as sweetly as he could 

Phonics. Review hi, ee, sw, and ook. 

Word Game. Rather. 

ra n mo ther 
ra ther 

rather 

III. Oral Reading - Motive. Read the part of the 
story that the goat said. Read the part of the story that 
the wolf said. 

Dramatization. Select the characters. Act the story, 
omitting the part that the book says. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words : 

a black and white goat: 

went to the top of a high hill 

She saw a field where the grass was fresh and sweet. 


SECOND READER WORK OUTLINE 


37 


IV. Second Silent Reading-Motive. Read the story 
rapidly with the eyes and not with the lips. 

V. Correlation. 

Drawing. Outline a goat. Color some spots black. 

Draw three hills. Make the hills green. 

The Rainbow — Page 36 

Show the class a picture of a bridge and a picture of a 
rainbow. 

Read the poem to the class. 

The poem says: 

“Ships sail on the sea. 

Clouds sail across the sky.” 

Which do you think are prettier, the ships or the clouds ? 
Which does the poet think is prettier? Who makes the 
ships ? Who makes the clouds ? God makes pretty things. 
The poet shows us two other pretty pictures. He says: 

“There are bridges on the rivers. 

There is sometimes a bridge high up over the trees and reaches 
from earth to heaven.” 

Did anybody see such a bridge? Which is prettier, the 
bridge across the river, or the bridge across the sky? What 
does the poet say about it? Who makes the bridges over 
the rivers? Who makes the bridges over the trees? God 
makes pretty things! 

Preparation of Mechanics. 

New Words. 

builds earth overtops rainbow road 

prettier sail seas ships 


38 


TEACHERS’ MANUAL 


Phrase Drill. 

Are prettier bridges on the rivers 

overtops the trees the bow that bridges heaven 

Phonics. Teach ail and op. Review hr and oa. 


sail 

pail 

overtops 

crop 

ail 

rail 

op 

drop 

bail 

sail 

cop 

flop 

fail 

tail 

mop 

prop 

hail 

wail 

top 

shop 

mail 

frail 

chop 

stop 

nail 

trail 



Words in Words. 



bridges 


overtops 

sail 

bridge 


over 

ail 



tops 


Word Games. 

Sail, ship. 


so 

pail 

she skip 

s 0 

p ail 

sh e sk 

ip 

s 

ail 

sh 

ip 

sail 

ship 



Can You Tell? — Page 37 

I. First Silent Reading. This silent reading lesson is 
well adapted to develop the thinking powers of the pupils. 
Insist that the pupils read the question silently and give the 
answer orally. 

II. Preparation of Mechanics. 

New Words. 

cool dries freezes kite 

view washing light 


SECOND READER WORK OUTLINE 39 

Phonics. Teach ite. Review dr, ide, th, and er. 

kite 

ite 

bite 

mite 

Words in Words. 


washing freezes 

wash freeze 


Word Games. Cool, dries, kite. 


cold pool 
c old p ool 
c ool 

cool 


drum pie 
dr um p ie s 
dr ie s 

dries 


king bite 
k ing b ite 
k ite 

kite 


Preparing for First Holy Communion — Pages 38-41 

I. Preparation for Thought. Most of you little boys 
and girls expect to make your First Holy Communion. Long 
ago there were other children preparing for the same great 
day. Little Joseph was one of these happy children. He 
prepared well and God granted him a great favor. 

First Silent Reading. If we read the lesson, we shall 
learn what this great favor was. 

Questions for Thought. Why was God so pleased with 
Joseph ? (Because he had not been so good and now was 
trying so hard to be a good boy.) 

Explanation of Difficult Terms. 


preparing for 
at the instruction 


had been ill 
the promise 


40 


TEACHERS' MANUAL 


II. Preparation of Mechanics. 
New Words. 

38. Communion ill preparing 

39. hardest naughty obey instruction 

40. enough Mass promise really 


Phrase Drill. 

the instruction 
make me well again 
never forget the promise 


Phonics. Teach ard and y as in easy. Review est, en, et, 
all, sir, and tion. 



hardest 


easy 



ard 


y 



card 


candy 



hard 


country 



lard 


funny 





nobody 





only 


Words in 

Words. 




Communion 

hardest 

whenever 

forgets 

hill 

union 

hard 

when 

for 

ill 



ever 

get 


Word Game. Naughty. 




no caught 

no c aught 
n aught y 

naughty 


please 
eas y 
easy 


III. Oral Reading-Motive. Have the children realize 
that in a story there are four parts to be found : (1) Start; 


SECOND READER WORK OUTLINE 


41 


(2) Things happen; (3) A big thing happens; then (4) Comes 
the end or how the story turned out. According to this 
outline have the children read orally the part of the story 
corresponding to the divisions suggested above. 

IV. Second Silent Reading-Motive. Comprehension. 
Read until you find out what promise Joseph made to God. 

V. Correlation. 

Seat Work. Draw a picture of the rosary that you will 
use on the day of your First Holy Communion. Use your 
favorite color. 

A Child’s Prayer — Page 41 

Before reading the poem tell the children it is a devotional 
(holy) poem in which a little child asks God for three wishes. 
Read it several times until most of the children can tell what 
the three wishes are. 

The little light brightens the world. 

The little flower gives joy to all. 

The little song makes sad people happy. 

If we make our homes bright and cheerful, then we are 
like little lights. If we. give joy to all then we are like the 
little flowers. If we make the folks happy at home, then we 
are like the little songs. If we make others happy, we’ll 
be happy, too. 

Preparation of Mechanics. 

New Words. 

although bloom burneth glow comforteth 

content flame giveth native helpeth 

singer 


42 


TEACHERS’ MANUAL 


Phrase Drill. 

burnetii bright giveth joy to all 

native bower comforteth the sad 

helpeth others 

Phonics. Review gl, ame, urn, and oo (long). 

Words in Words. 

comforteth bower content burneth 

comfort bow tent burn 

giveth helpeth glow bloom flame 

give help low loom lame 


Word Games. Although, native, bower, bloom, flame. 


also though 

name to 

live 

be 

how 

her 

al so though 

na me t o 

1 ive 

b e 

h ow 

er 

al though 

na t 

ive 

b 

ow 

er 

although 

native 



bower 


blow 

room 

flew 

name 



bl ow 

r oom 

fl ew 

n ame 



bl 

oom 

fl 

ame 




bloom flame 

Little Red Riding Hood — Pages 42-48 

I. Preparation for Thought. In every class children 
will be found who can give at least the principal incidents of 
the story. Write these on the blackboard as the children 
give them. In the silent reading that follows ask the chil¬ 
dren to find the thoughts that were written on the black¬ 
board during the oral discussion. 

Questions for Thought. What precaution did Mother 
give Little Red Riding Hood before she left? 


SECOND READER WORK OUTLINE 


43 


Explanation of Difficult Terms. 

lift the latch the room 

was somewhat dark the wood-cutter 

II. Preparation of Mechanics. 

New Words. 


42. cape Hood Riding wore 

43. stop 

44. Mr. 

45. lifted frightened knocked 

46. dropped night-cap closet inside locked 

47. large somewhat 

48. turned fired saving gun wood-cutter 

Phrase Drill. 

make her better 

wicked animal miss the house 

picking the flowers Lift the latch 

somewhat dark 

Phonics. Teach ut, k, before knocked. Review cl, oo 
(short), an, ock, and un. 

woodcutter 
ut 
but 
cut 
hut 
tut 
strut 

Words in Words. 

inside somewhat 

in some 

side what 


knocked 

knee 

kneel 

knew 

know 


woodcutter cape 

wood ape 

cutter 


44 


TEACHERS’ MANUAL 


Word Games. Hood, wore, knocked, turned. 


He 

wood 

we 

before 

knee 

rock 

to 

burn 


Hew ood 

we 

be fore 

kn ee 

r ock ed 

to 

b urn 

ed 

H 

ood 

w 

ore 

kn 

ock ed 

t 

urn 

ed 


Hood wore knocked turned 


III. Oral Reading - Motive. Prepare to read the les¬ 
son for a higher class. 

Dramatization. Play the story. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words : 

See the beautiful flowers. 

Hear the pretty birds singing. 

IV. Second Silent Reading-Motive. Read and tell 
which part of the story you like better, Part I or Part II. 
Try to find out why you like the one better than the other. 

V. Correlation. 

Seat Work. Draw, cut out, and color Little Red Riding 
Hood. 

Drawing. Draw a few flowers, and a wolf. Those that 
are prettiest will be used for a repetitive border around 
the classroom. 

The Shadows — Page 49 

The mere reading of this poem with its musical swing and 
mystic expression is attractive. After the children have 
heard it several times — ask the question, “Who are these 
shadow children? Have you ever seen any? 

Preparation of Mechanics. 

New Words. 

beneath dancing fro shadows there’s 
you’ll hide-and-seek you’re follows 


SECOND READER WORK OUTLINE 


45 


Phrase Drill. 

The shadow children go sure to meet them 
ever heard them speak fast beside you 

Phonics. Teach c before i. Review ee, ing , and ide. 
dancing 
pencil 

Annunciation 


Words in Words, 
beneath 
be 

Word Games. 

fruit 


you’ll 

you 

Fro, shadows. 
so she at 


fr uit s o 
fr o 

fro 


you’re 
you 

windows 
sh e a t win dows 
sh a dows 

shadows 


Why They Built a House — Pages 50-57 

I. Preparation for Thought. Stimulate interest by 
expressing your own surprise at the combination of picture 
and title. 

First Silent Reading. Conclude your introduction by 
saying, “I’m sure these animals could never build a home. 
Let us see who built it.” 

Questions for Thought. What could each of these animals 
do to build a house — sheep, pig, goose, rabbit, and rooster? 

Explanation of Difficult Terms. 

they intend to kill you 

She came to a farmhouse 

I am free as the air 

made a hole in the pen and escaped. 

Come along, then, by all means 


46 


TEACHERS’ MANUAL 


II. Preparation of Mechanics. 
New Words. 


50. 

built 

fed 

placed 

turnips 

plenty 

51. 

farmhouse 

intend 

meal 

pen 

replied 

52. 

escaped 

goose 

persons 

free 


54. 

indeed 





55. 

errands 

rooster 




57. 

late 

finish 





Phrase Drill. 


they intend to kill you 
the door of the pen 
They intend to kill and eat you 
build a house 


ate a good meal 
replied the pig 
finish it 

Because the persons 


Phonics. Teach end. Review on, urn, ong, ace, pi, ate, 
and c before e. 

tend 

intend 

end 

bend 

mend 

lend 

send 

blend 

Words in Words. 


placed 

farmhouse 

escaped 

intend 

plenty 

place 

farm 

cape 

in 

lent 

ace 

house 

ape 

ten 


late 

indeed 

persons 

turnips 

replied 

ate 

in 

sons 

turn 

lie 


nip lied 


deed 


SECOND READER WORK OUTLINE 


47 


Word Games. Escaped, plenty. 


yes cape 
y es cape d 


es cape d 
escaped 


play went y 
pi ay w ent y 
pi ent y 

plenty 


III. Oral Reading-Motive. Make use of the oral 
reading period to outline the incidents of the accumulative 
story and use this outline as a guide for the dramatization. 

Dramatization. Let the story be acted in a very natural 
way. Allow the children to give the theme a personal 
interpretation. Do not allow a studied repetition of the text. 

Mental Word Pictures. Tell what picture comes to 
your mind when you hear these words : 

The sheep, the pig, the goose, the rabbit walked arm in arm until 
they met a rooster. 

IV. Second Silent Reading - Motive. Re-read the 
story taking as large "an eyeful” of words as possible at 
each pause. 

V. Correlation. 

Seat Work. From the words in the reading lesson select 
such words that contain other words. 

this fat can will longer intend 

is at an ill long in 


end 


Do You See It? — Page 57 


I. Preparation for Thought. Have the figure 9 on a 
piece of cardboard. Ask the pupils what it is. Turn the 
cardboard upside down. Again ask the pupils what it is. 
This will show them that 9 is the same as 6 turned upside 


48 


TEACHERS’ MANUAL 


down. After this explanation read the poem. The children 
will readily understand it. Call on several pupils to read 
the poem. Let the class decide who read the poem best. 
II. Preparation of Mechanics. 


New Words. 

discovered fellow 

age 


Phrase Drill. 

all sorts of tricks 
upside down 

Phonics. Teach ig and ure. 

figure 
ig 
big 
dig 
fig 
pig 
wig 

Words in Words, 
discovered figure 

cover fig 


figure pass 

upside sorts 

Discovered that 9 

Review ell and g before e. 
figure 
ure 
cure 
pure 


finish upside fellow 

fin up fell 

side 


When Do You Say? — Page 58 

I. Preparation for Thought. This lesson in good 
manners and politeness should be impressed on all the pupils. 
It is not enough to be able to read these expressions. The 
children should know when to use them. 

II. Preparation of Mechanics. 

New Words. 


excuse 


pardon 


beg 


SECOND READER WORK OUTLINE 


49 


Phonics. Review ard. 

Word Game. Pardon. 

pay hard on 
pay h ard on 
p ard on 

pardon 

Christopher Columbus — Pages 59-63 

I. Preparation for Thought. From a study of illus¬ 
trations of the life of Columbus pass gradually to questions 
regarding his boyhood, his love for the sea, his bravery, and 
the final discovery of the New World. Lead pupils to 
realize the great work Columbus performed. Let them 
understand that he was a Catholic — that the Catholic 
priests accompanied him on his discovery — small as the 
children are, it is well to tell them that in those days all 
Europe was Catholic. 

First Silent Reading. Find the answers to these questions : 
Who told Joseph and John about Columbus? What things 
did Columbus like when he was a little boy? What did 
Columbus often do after school? Why did Columbus be¬ 
come a good sailor? Just at this time, what was every 
sailor trying to find ? Columbus tried to find it. Who 
helped him? How did Columbus ask God’s blessing on his 
voyage? He reached land. What land did he discover? 

Questions for Thought. Tell one thing that made 
Columbus’ life happy. Tell one thing that made Columbus’ 
life hard. Tell one thing that made Columbus’ life sad. 

Explanation of Difficult Terms. 

a new way to India 
Discovered a new land 


50 


TEACHERS’ MANUAL 


II. Preparation of Mechanics. 

New Words. 

59. Christopher 

60. aside 

61. lazy 

62. being 

63. reached 

Phrase Drill. 

the brave and great man put aside 

Christopher, however trying to find 

a great many wonderful things a new way to India 
they reached land 
not India, but America 

Phonics. Review ail, and, op, ed, and ain. 

Words in Words. 

aside sailor yesterday workshop India landed Spain delighted 
side sail yes work In land pain light 

or day shop and 

ail 

Word Games. Ship, set, Spain. 


shell 

skip 

smile 

net 

Samuel 

paint 

sh ell 

sk ip 

s mile 

n et 

S amuel 

pain t 

sh 

ip 

s 

et 

S 

pain 


ship set Spain 


III. Oral Reading - Motive. Divide the class into 
two sections, one to read the story orally, the other to act 
as audience. 

Dramatization. Play that Columbus is just about to leave 
Spain. Play that Columbus is just returning from the New 
World. 


Columbus 

yesterday 

workshop 

India 

America 


next 

sailor 

delighted 

October 


Spain landed 


SECOND READER WORK OUTLINE 


51 


IV. Second Silent Reading - Motive. Using the ques¬ 
tions given under First Silent Reading, have the children 
read to reply to each question silently, and then give the 
answer orally in his own phrasing. 

V. Correlation. 

Drawing. Use a large sheet of drawing paper. Draw 
three ships. Draw the flag Columbus used. 

Problem: Copy three interesting “stories” (sentences) 
about Columbus. 

A Naughty Girl — Page 64 

This poem needs no explanation. Read it two or three 
times. The children will enjoy it every time. Have it 
read by the children. 

Preparation of Mechanics. 

New Words. 

bedstead booties sigh walnut heavy sticking 

Phrase Drill. 

a heavy sigh walnut head 

yellow little booties sticking out 

Phonics. Review ut , ake, ing, and st. 

Word Game. Bedstead. 

blue fled steady 

b lue fl ed stead y 
b ed stead 

bedstead 

Thanksgiving Day — Pages 65-69 

I. Preparation for Thought. Draw the children into 
a natural conversation about the preparations for the 


52 


TEACHERS’ MANUAL 


Thanksgiving holidays. The children in their own little 
way can be made to realize the real object of the feast. 
Little Anna mentioned in the lesson knew something about 
it, but she had to think hard and long until she found out the 
best reason. 

First Silent Reading. If we read the lesson we’ll find out 
what Anna thought about it at first and then what she 
thought about it after a while. 

Questions for Thought. Name three things for which 
Anna was grateful. Name three things for which you ought 
to be grateful. 

II. Preparation of Mechanics. 

New Words. 


65. farm 

kitchen 

pumpkin 



66. cranberry 

edge 

happened 

sauce 

suddenly 

surprise 

strange 

table 

rang 


67. Scot 

bones 

coo 

straw 

thankful 

dove 

kitten 

Whitie 

Tabby 

same 

68. cousin 

Jane 




69. returned 

rubbed 




Phonics. Teach 

aw. Review ump, 

et, ly, cr, 

ur, and ou 


short. 

straw 

aw 

caw 

paw 

saw 

raw 

draw 

flaw 


SECOND READER WORK OUTLINE 


53 


Words in Words. 

farmer stable kitchen pumpkin happened thankful 
farm table itch pump pen thank 

arm able it 

strange returned kitten suddenly frightened 
range turn it den fright 

right 


Word Games. Kitchen, dove, kitten, stood, surprise, coo. 


kill to 

check 

ten 

dries 

love 

ki lit 

o ch eck t 

en 

d ries 1 ove 

ki t 

ch 

en 

d ove 


kitchen 


dove 

stand 

good 

see 

curl praise wise 

st and 

g ood 

s ee 

c url pr w ise 

st 

ood 

s 

ur pr 

ise 


stood surprise 


kept hit ten 
k ept it ten 
k it ten 
kitten 

can food 
c an f oo d 
c oo 
coo 


III. Oral Reading - Motive. Read the story dramati¬ 
cally. Select the characters. Assign the reading of each to 
different pupils. Have one read, “What the book says.” 
The remainder of the class can be the audience. 

Dramatization. Play Anna's first dream. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words : 

At the edge of the table stood her pets — Tabby, the little white 
kitten, Fly Away, her pretty dove, Whitie, a little lamb, and Scot, 
a cunning dog. 

Second Silent Reading - Motive. There are four 
pretty “mind pictures” in this story. See who can read 
it and find the pretty “mind pictures.” (1. Mother and 


54 


TEACHERS’ MANUAL 


child at kitchen table; 2. First Dream; 3. Second Dream ; 
4. Anna’s Awakening.) 

V. Correlation. 

Problem: Select the stories (sentences) from the reading 
lesson that please you most. 

Color the mimeographed copy of a turkey. 


Santa Claus and the Little Mouse — Pages 70-75 
I. Preparation for Thought. In studying the picture, 
tell the children that the little mouse was mischievous and 
that he played a joke on Santa. 

First Silent Reading. Let us read to find what the joke 
was. When you know it, come and tell me the joke. 

Questions for Thought. Why did Santa say that the 
little mouse was the brightest he had ever met? Do you 
wish to get a gift from the mouse too ? 

Explanation of Difficult Terms. 

The sooner you do it the better 
visited a small house 
I beg your pardon 


II. Preparation of Mechanics. 
New Words. 


70. Eve stockings 

74. joke loud 

75. luck ta’ta 

Phrase Drill. 

fill the stockings 
another thing 
you nor anyone else 
laughed so loud 
The sooner you do it 


visited 

even 

cheese piece 

quite sure of that 
will you be angry 
bit a hole in the toe 
turning to the mouse 


SECOND READER WORK OUTLINE 


55 


Phonics. Teach oke. Review ight, ou, and c before e. 
joke 
oke 
coke 
poke 
woke 
broke 
choke 
smoke 
spoke 
. stroke 

Words in Words. 

brightest 

bright 

right 


Word Games. Stockings, remain, brightest, joke, luck. 


straw block rings replied me Spain joy spoke 

st raw bl ock r ings re plied m e Sp ain j oy sp oke 


st ock ings re 

stockings 

bridge light best 
br idge 1 ight b est 
br ight est 

brightest 


m ain j oke 

remain joke 

lap struck 
1 ap str uck 
1 uck 

luck 


HI. Oral Reading - Motive. Prepare the lesson well 
so that you can let another class enjoy the joke. 

IV. Second Silent Reading-Motive. Re-read, trying 
to improve on the time allotment. 


V. Correlation. 

Seat Work. Make a list of the presents you wish Santa 
to put in your stocking. Draw pictures of as many of them 
as you can. 


56 


TEACHERS’ MANUAL 


Be a Bit of Sunshine — Page 75 
New Words. 

livelong gay whistle sunshine 

Phonics. Review ine, ay, wh, and ong. 


Word Games. Gay, sunshine. 
go away 
g o aw ay 
g ay 

gay 


sun she fine 
sun sh e f ine 
sun sh ine 
sunshine 


Something to Do — Page 76 


I. Preparation for Thought. These silent reading 
lessons are important because unlike the silent reading of 
the literary type, they call for more concentrated thought 
and prepare the mind for training in work-type reading. 
The pupil must understand the meaning of the sentences in 
order to put these commands into action. 

II. Preparation of Mechanics. 

New Words. 


chalk seasons sign 

Phonics. Review ch, ea, and ite. 
Words in Words. 

seasons 

sea 

sons 

Word Games. Chalk, seasons. 
china walk 

ch ina w alk 
ch alk 


write count 


sea son 
season s 
seasons 


chalk 


SECOND READER WORK OUTLINE 


57 


Marie’s Christmas Presents — Pages 77-82 

I. Preparation for Thought. Christmas Eve is a 
time for loving-kindness and for giving presents. We should 
be especially kind to the poor and lowly. Our motto should 
be, “Make others happy and you will be happy.” The 
Baby Jesus came to make us all happy. 

First Silent Reading. Read the story until you have found 
out how Marie received her Christmas gifts. 

Questions for Thought. Why was Marie’s mother sad? 
Dr. White was a kind man. Can you say why? 

II. Preparation of Mechanics. 

New Words. 


77. 

bitter 

city 

named 

shining 

though 

pale 

78. 

anything 

largest 

longed 

dresses 

box 

months 

79. 

attending 

doctor 

spoken 




80. 

bundle 

pop-corn 





81. 

awoke 

pinched 






82. bedroom 
Phrase Drill. 

the pale moon was shining could not help hearing 
neither food nor money pinched her toes 

Phonics. Teach le final, and e final. Review ong, op, dr, 
oke, end, and c before i. 


bundle 

pale 

le 

awoke 

able 

ate 

apple 

bake 

little 

five 

stable 

hope 


58 


TEACHERS’ MANUAL 


Words in Words. 



bitter city 

anything attending 

crying 

mighty 

bit it 

any at 

cry 

might 

it 

thing tend 




ten 




end 



grains 

bedroom 

pinched 


rains 

bed 

inch 



room 



Word Games. 

Attending, box. 



at ten do 

bed fox 

ball gun 

candle 

at ten d o 

b ed f ox 

b all g un 

can die 

at ten d ing 

b ox 

b un 

die 

attending 

box 

bundle 


III. Oral Reading - Motive. The situation suiting 
the occasion, have the children read the story to those of 
the class who were absent and are anxious to hear about the 
presents. 

Dramatization. Begin to dramatize the story at the part 
where Dr. White returns with a large bundle. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words : 

The pale moon was shining in the sky. 

On the table near the stocking he put the dresses, the skates, 
the books, the wonderful box of candy. 

IV. Second Silent Reading - Motive. Read the whole 
story “from the eyes up,” not from “the eyes down.” 


SECOND READER WORK OUTLINE 


59 


V. Correlation. 

Project. From magazines bring a picture of Santa. Cut 
it out and mount it on paper. 

Find the names of all the people that are spoken of in the 
lesson. Tell a kind story about each. 

Little Things — Page 82 

New Words. 

drops grains mighty ocean pleasant 
The New Year — Page 83 

This poem is so simple that all will understand it. A 
discussion should be aroused after the teacher has read it, 
not to explain its meaning, but to impress its message on the 
hearts of the children. The last stanza is a little gem worth 
memorizing. 

Often call for a review of thoughts from poems. Little 
thoughts buried in the heart when young often strike deep 
root and later play a large part in adult life. 

Preparation of Mechanics. 

New Words. 

gain hearty lendeth sendeth striving thriving 

Phrase Drill. 

gain and give in for sighing 

for striving hearty thriving 

God who sendeth He only lendeth 

Phonics. Review ain, and y as in easy. 


60 


TEACHERS’ MANUAL 


Words in Words. 


sendeth 

send 

end 


lendeth 

lend 

end 


hearty- 

heart 


Word Game. Gain. 


gram 
g ain 
gain 


St. Joseph and the Infant Jesus — Pages 85-87 

I. Preparation for Thought. Through this prep¬ 
aration try to make the children realize that St. Joseph, the 
Blessed Mother, and the Infant Jesus lived on this earth. 
They formed a real family of a city. Compare the Holy 
Family with that of any boy’s or girl’s in the classroom. 
Make it clear to the children of the class that the family 
of Jesus, Mary, and Joseph had neighbors, relatives, and 
friends. 

Tell the children that this family was such a model family 
that it is called “The Holy Family.” Jesus knew that there 
would be many other families who would live upon this 
earth. He wanted all other families to live as His family 
did. God the Father watched with special care over this 
family. He always sent an angel to warn St. Joseph when 
danger was near. 

First Silent Reading. Let us read to learn what danger 
threatened the Holy Family. 

Questions for Thought. Do you think it was pleasant for 
the Holy Family to leave their home, their relatives, and 
friends? Tell why you think it was hard. 


SECOND READER WORK OUTLINE 


61 


II. Preparation of Mechanics. 

New Words. 

85. St. soldiers death died 

86. showed teach such 

87. honored parents 

Phrase Drill. 


told his soldiers another country 

the carpenter shop loved, honored, and obeyed 


Phonics. Review ent, ch, ow (low), urn, and ed. 
Words in Words. 


teacher obeyed 

showed 

return 

soldiers 

teach obey 

show 

turn 

sold 

each 




Word Games. Parents, return, fond, such. 


play bare sent 

fruit pond 

stand much 

re turn 

p la b ar e s ent s 

f ruit p ond 

s tand m uch 

return 

p ar ent s 

f ond 

s uch 


parents 

fond 

such 


III. Oral Reading - Motive. 

Read “a story” (a 


sentence) that shows how very wicked the king was; how 
obedient St. Joseph was; how St. Joseph knew when to 
return to his own country; who taught Jesus when He was 
small; that Jesus was very good. What message did the 
angel bring to St. Joseph? 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words : 

St. Joseph and the Blessed Mother took the Infant Jesus and 
went into another country. 


62 


TEACHERS’ MANUAL 


IV. Second Silent Reading - Motive. Re-read to find 
if the troublesome words are still hard to read. 

V. Correlation. 

Seat Work. Write the names of all who belonged to the 
Holy Family. Write a true story about each. 

Tiny Little Snowflakes — Page 87 

I. Preparation for Thought. There are a great many 
things in nature that appeal strongly to the growing child. 
Among these are the snowflakes that come in robes of white. 
It is the teacher’s duty to bring out all that is wonderful in 
nature so that the minds of the pupils may be raised to the 
God of nature. Read this poem to the children with this 
idea foremost in mind. 

Always bring out the pleasurable and ennobling aspect 
of poetry. 

II. Preparation of Mechanics. 

New Words. 

robed spotless whirling 

Phrase Drill. 

Floating in the sky 
Robed so white and spotless 
whirling on the sidewalks 

Phonics. Teach less. Review ee, ing, str, sp, and wh. 

spotless 

less 

bless 

Words in Words. 

spotless 

spot 

less 


SECOND READER WORK OUTLINE 


63 


Word Game. Whirling. 

whisper girl 
wh isper g irl ing 
wh irl ing 

whirling 

Seat Work. Add less to these words : 


cheer 

help 

tear 

end 

life 

hope 

fear 

thank 

spot 


Questions on Color — Page 88 

I. Preparation for Thought. These and other ques¬ 
tions like them should be read silently and answered orally 
by the pupils. 

II. Preparation of Mechanics. 

New Words. 

cherry coal 

Phonics. Review ch. 

Words in Words. 

crow 
row 

Word Games. Coal, crow. 

cry boat let 
c ry b oa t 1 et 
c oa 1 
coal 

Lincoln and the Bird — Pages 89-90 

I. Preparation for Thought. Impress upon the 
minds of the children that Abraham Lincoln was one of the 


suit 


row 
c row 
crow 


64 


TEACHERS’ MANUAL 


greatest Americans that ever lived. Tell them a story (not 
the incident related in this lesson) that portrays his kindness. 
Tell it so that without naming this trait of his character 
they will feel it. 

First Silent Reading. When you have them interested, 
allow them to read the story in silence. 

Questions for Thought. Abraham Lincoln is loved by all 
Americans. Can you think now why he is so loved ? 
Explanation of Difficult Terms. . 

many forests 
helpless baby bird 

II. Preparation of Mechanics. 

New Words. 

89. Abraham forests horseback Lincoln traveling 

90. climbed helpless moment 

Phrase Drill. 

traveling on horseback climbed the tree 

he returned helpless baby bird 

Phonics. Review ack , tr, and cl. 

Words in Words. 

moment forests helpless horseback climbed 

men rests help horse climb 

back 

III. Oral Reading - Motive. Read the “ story” (sen¬ 
tence) you like best. 

Mental Word Pictures. Tell what picture comes to your 
. mind when you hear these words : 

Near one of the trees, Lincoln saw a baby bird that had fallen. 


SECOND READER WORK OUTLINE 


65 


IV. Second Silent Reading - Motive. Tell the chil¬ 
dren to prepare a question about the lesson. After the 
reading have them ask these of each other. 

V. Correlation. 

Project . Mount a picture of Lincoln. Below the picture 
write some interesting stories (sentences) about Abraham 
Lincoln. 

Trying to Be Like Father — Pages 91-94 

I. Preparation for Thought. Open a conversation 
about the flag. Encourage the children to tell all they know 
about our glorious Stars and Stripes. Let your part of the 
conversation show them that the flag means safety and 
protection. Give them concrete examples. It will make 
them respect, honor, and love the flag. 

First Silent Reading . The little boy mentioned in this 
story felt that having the flag near him made him feel safe. 
Reading the lesson will tell us why Henry wanted to feel 


safe. 


Questions for Thought. Who taught Henry that under 
the flag the weakest would be safe? 

II. Preparation of Mechanics. 

New Words. 


91. become 

92. lonesome 

93. safe 

94. fist 


Henry 

moved 

weakest 


Washington 

tucked 

remember 


Phrase Drill. 

baby of the family 

the weakest would be safe 


It is lonesome 

remember what grandfather said 


66 


TEACHERS’ MANUAL 


Phonics. Review ent, ick, en, old, and e final. 
Words in Words. 


become lonesome stick weakest Henry 

be some tick weak ben 

come 

Word Games. Stick, weakest, chap, fist. 


steady pick 
st eady p ick 
st ick 

stick 


we speak 
w e sp eak 
w e eak est 
weakest 


choose cap 
ch oose c ap 
ch ap 

chap 


Washington 

washing 

wash 

ton 


fro sister 
f ro s ist er 
f ist 
fist 


III. Oral Reading-Motive. Read the story, select¬ 
ing the sentences which tell about Henry. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words : 


The dear little fellow was fast asleep with a tiny fat fist under 
his red cheek holding the end of the American flag. 


IV. Second Silent Reading - Motive. Begin to read 
as soon as the signal is given. When the second signal is 
given, keep your finger on the last word read. This time 
test is to develop rapid silent readers. 

V. Correlation. 

Drawing. Draw the American flag. Color it. 

Problem . Copy the words of the lesson that begin with 
capital letters. This exercise helps to teach the pupils when 
to use capital letters. Ask the children when this exercise 
is finished where they are always sure to find a word begin¬ 
ning with a capital letter. 


SECOND READER WORK OUTLINE 


67 


Billy — Page 94 

Preparation of Mechanics. 

New Word. 

chap 

George Washington — Pages 95-96 

I. Preparation for Thought. The children spoken of 
in this little story celebrated Washington’s birthday in a 
most interesting way. 

First Silent Reading. After reading how they spent the 
day, let us think of some plan for our celebration. 

Questions for Thought. Which exercise was the most 
exciting ? 

Explanation of Difficult Terms. 

Father of Our Country 
Our first President 

II. Preparation of Mechanics. 

New Words. 

95. George 

96. president ’Tis thee 

Phonics. Review on , es, ch, fl, and g before e. 

III. Oral Reading - Motive. Read the account of 
the celebration to the class to see whether we could have a 
similar program for George Washington’s Birthday. 

IV. Second Silent Reading - Motive. While re-read¬ 
ing the story, think of something you could do to celebrate 
such a day. 

V. Correlation. 

Seat Work. Mount a picture of Washington. 

Below the picture, write a few interesting 
stories (sentences) about our First President. 


68 


TEACHERS’ MANUAL 


Give Answers — Page 97 

I. Preparations for Thought. Make these thought¬ 
getting tests as full of life as possible. Accustom the pupils 
to answer clearly and quickly. 

II. Preparation of Mechanics. 

New Word. 

hot 

Phonics. Review ame. 

Word Game. Hot. 

he spot 

he sp ot 
h ot 

hot 

Jesus Raises the Dead to Life — Pages 98-99 

I. Preparation for Thought. Arouse the interest of 
the children by portraying the sympathy Jesus had for those 
who were suffering. Mention different kind acts performed 
by Jesus during His public life. Draw the conclusion that 
He is to-day the same Jesus, and still has the same sym¬ 
pathetic Heart. 

First Silent Reading. When you have read the story tell 
me the kind act that is spoken of in the story. 

Questions for Thought. Is there any kind act that you 
wish Jesus would do for you? 

Explanation of Difficult Terms. 

Jesus raises the dead to life. 

II. Preparation of Mechanics. 

New Words. 

98. grave Naim raises women carrying 

99. arise body spoke surprised 


SECOND READER WORK OUTLINE 


69 


Phrase Drill. 

a city called Naim The men were carrying 
wonderful to tell more than surprised 

Phonics. Teach ai. Review ear, hr, gr, and y as in easy. 

raises 

Naim 

ai 

wait 

waited 

waiting 

paid 

tail 

Words in Words. 


arise 

nearing 

women 

carrying Naim 

grave 

rise 

near 

men 

carry 

aim 

rave 


ring 





Word 

Games. 

Grave, nearing. 




grew 

cave 

no 

dear 



gr 

c ave 

n o 

d ear ing 



gr 

ave 

n 

ear ing 



grave 


nearing 



III. Oral Reading - Motive. Try to think that no one 
had ever heard this wonderful miracle, and you are the first 
to read it to them. Try to make everybody feel real 
surprised. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words: 

Young man, I say to thee, arise. 


70 


TEACHERS’ MANUAL 


IV. Second Silent Reading - Motive. Find answers 
to these questions: 

In what city did Jesus raise a dead man to life? 

Why did Jesus feel sorry for the dead man’s mother? 

What did Jesus say to the young man? 

What happened when Jesus said these words? 

What did the people say about Jesus when He performed 
this miracle? 

I Want My Mother — Pages 100-103 

I. Preparation for Thought. In the picture we see 
a little girl and a woman. The little girl is crying. 

First Silent Reading. There must be a reason for it. 
Reading the story will probably help us to find out. 

Questions for Thought. Did the little girl act wisely when 


she followed the organ man ? 

Explanation of Difficult Terms. 

How did you stray away? 

the organ man 
plenty of room. 

II. Preparation of Mechanics. 
New Words. 

100. April hat 

101. organ stray monkey 

102. spend 

103. aunt brightened neighbor 

taxi explained Turner 

Phrase Drill. 

One pleasant April day 

the organ man 

the monkey was funny 

plenty of room 

the child’s face brightened 

the telephone 

called a taxi 



SECOND READER WORK OUTLINE 


71 


Phonics. Review urn, am, end, and an. 
Words in Words. 


hat monkey 

at key 


organ Turner 

or Turn 

an 


stray spend 

tray pen 

ray 


Word Games. Organ, stray, spend. 


or go an 
or g o an 
or g an 
organ 


strange way 

str ange w ay 
str ay 

stray 


spoke end 
sp oke end 
sp end 
spend 


III. Oral Reading - Motive. Read the story to the 
class and have them decide which part of the story was read 
best. 

Dramatization. Dramatize the talk the little girl had with 
the woman who found her. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words: 

One pleasant day in April as I was nearing my house, I heard 
someone crying. 

A little girl about four years of age without coat or hat. 

It was not long before Mary was in her mother’s arms. 


IV. Second Silent Reading - Motive. When you re¬ 
read the lesson try to think what little Mary should have 
known. 

V. Correlation. 


Seat Work. Write your name and where you live. 
Write your father’s name. 

Write your mother’s name. 

Write your ’phone number. 


72 


TEACHERS’ MANUAL 


America — Page 104 

I. Preparation for Thought. Let the teacher read 
these stanzas while the children follow in their books. Bring 
out the meaning of the poet. He speaks to his country and 
to his God. What does the poet wish would ring from every 
mountain side? To whom is this hymn sung? Who is 
asked to protect our land ? 

II. Preparation of Mechanics. 

New Words. 

author freedom liberty pride Pilgrims’ mountain 
Phrase Drill. 

sweet land of liberty the Pilgrim’s pride 

Let Freedom ring • Author of Liberty 

With Freedom’s holy light Protect us 

Phonics. Review er, ide, and fr. 

Words in Words. 

freedom pride 

free ride 


Word Games. Author, pride. 
auto things or 
au to th ings or 
au th or 
author 


proud hide 
pr oud h ide 
pr ide 

pride 


How Rose Learned the Colors — Pages 105-110 

I. Preparation for Thought. In this story the colors 
yellow, red, blue, orange, violet, and green are taught. Have 
in the classroom a number of articles of the colors mentioned. 
Make sure that pupils can readily distinguish them. 

First Silent Reading. Little Rose learned each color in a 


SECOND READER WORK OUTLINE 


73 


different way. After you read the story be prepared to say 
how Rose learned each color. 

Questions for Thought. Do you think it would be pleasing 
to have everything the same color? 

Explanation of Difficult Terms. 

Canary birds the poppies 

some of her companions were selected 

each received a blue ball 

orange splints 

the sunset is beautiful 


II. Preparation of Mechanics. 
New Words. 


105. Agnes 

106. lips 

canary 

desk pleased 

several 

107. blue-eyed 

poppies 

selected we’ll 

splints 

108. daughter 
received 

forget-me-nots match orange 

109. companions 

sunset 

violets 


110. paints 

toward 

watched 


Phrase Drill. 

sweet singing canary 

birds 

had selected 


shining buttercups 


she returned home 

violets 

several said 


her companions picked some 


Phonics. Review es,ur, ell, cl, and e final. 
Words in Words. 


hardly 

match 

splints 

hard 

mat 

in 


at 


companions 

sunset 

violets 

pan 

sun 

let 

an 

set 



forget 

for 

get 

delight 

light 


74 


TEACHERS’ MANUAL 


Word Games. Grade, agreed, lips, hardly, match, splints, 
'paints. 


grow spade 

ago grade 

feed 


little ship 

gr ow sp ade 

a go gr ade f ee d 


1 ittle sh ip 

gr ade 

a gr 

ee d 


1 ip 

grade 

agreed 



lip 

hand card 

my catch spade low 

tints 

pay saints 

h and c ard ly 

m y c atch sp 

ade 1 ow 

t ints 

p ay s aints 

h ard ly 

m atch sp 

1 

ints 

p aints 

hardly 

match 

splints 


paints 


III. Oral Reading - Motive. Find the part of the 
story that tells how Rose learned the color yellow. Prepare 
to read it aloud. In the same manner suggest the reading of 
the other parts. 

Dramatization. Dramatize the story part by part. 

Mental Word Pictures. What color do you think of when 
you hear: 

golden light cherries on the tree 

canary birds poppies in the garden 

shining buttercups leaves 

grass 

IV. Second Silent Reading - Motive. To improve 
the eye-span, give the following phrases and ask the children 
to find them : one day; color of Rose’s curls; sweet singing 
canary birds; This made the children smile; as red as the 
poppies; the dearest blue balls; two little forget-me-nots; 
The splints must be orange; the sunset is beautiful; Then 
Sister showed the children; How much God loves us. 


SECOND READER WORK OUTLINE 


75 


V. Correlation. 

Drawing. Make a border of circles or squares around a 
rectangular paper and color them yellow, red, blue, orange, 
violet, and green. 

Project. Weave colored mats using two colors you like 
best. 


Two Little Clouds — Page 111 


I. Preparation for Thought. Children always enjoy 
this poem. Read it to them. Discuss what Father Sun 
meant when he said, “I’ll send my little fairy folk to dry 
your falling tears.” 

Questions for Thought. Who were the fairies? What is 
meant by “upon a line”? 

Explanation of Difficult Terms. Do not waste time trying 
to force the children to tell you the meaning of expressions in 
poetry that seem very clear to you. You are dealing with 
child minds. If they do not know, tell them. 

II. Preparation of Mechanics. 

New Words. 

sunbeams tears wiped gowns fine 111 

Phrase Drill. 

went floating dry your falling tears 

they bumped their heads the sunbeams made 

Phonics. Review ea, y long, air, all, and y as in easy. 

Words in Words. 


tears 

ears 


fairy 

fair 

air 


sunbeams 

sun 


beams 


76 


TEACHERS’ MANUAL 


Word Games. Dry, fairy. 

do cry 
d o c ry 
d ry 
dry 


for air 
f or air y 
f air y 
fairy 


A Lover of Children — Pages 112-118 


I. Preparation for Thought. The little children 
you see in this picture are preparing for their First Holy 
Communion. The old gentleman loved little children. 
When he learned why they were gathering near the church he 
told them a story about two little boys who received their 
First Holy Communion from a great lover of little ones. 

First Silent Reading. If we read the lesson, we shall know 
the story too, and we shall also learn who the lover of little 
children was. 

Questions for Thought. Why is Pope Pius X often called 
the Children’s Pope? 

Explanation of Difficult Terms. 


He is preparing us 
First Holy Communion 
all the visitors 
replied the boy 


I should be delighted 
the Pope 
do you remember 
the great city of Rome 


II. Preparation of Mechanics. 

New Words. 

112. lover 

113. forward Johnson confession 

H4. happiest remind taken different 

115. older French Pope Rome trip younger 

116. drawing to-morrow visitors hopes 


SECOND READER WORK OUTLINE 


77 


Phrase Drill. 

came forward all the visitors 

the happiest day Drawing the younger 

the younger was six 

Phonics. Review ind, aw, est, qu, oy, and ou = u short. 
Words in Words. 


enjoying 

themselves 

Johnson 

minutes 

remind 

enjoy 

them 

John 

in 

mind 

joy 


son 




trip 

morrow 

truth 



rip 

row 

Ruth 


Word Games. Enjoying, pope, trip, drawing. 


pen joy 

plum rope 

train 

drop 

straw 

p en joy ing 

p lum r ope 

tr ain 1 

ip dr op 

str aw ing 

en joy ing 

p ope 

tr 

ip dr 

aw ing 

enjoying 

pope 

trip 

drawing 


III. Oral Reading - Motive. Read the story of the 
two little French boys to the class. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words : 

A number of boys and girls were playing near St. Joseph’s 
Church. 

An old gentleman with white hair came to them. 

The Pope blessed the French mother and her children. 

IV. Second Silent Reading - Motive. These are the 
things (incidents) that happened in the story. They are 
arranged out of order. When you read, try to think just 
which thing (incident), happened first, which next, and so on. 
Father Johnson comes; Gentleman tells story; Gentleman 


78 


TEACHERS’ MANUAL 


speaks to children; Children play near St. Joseph’s Church; 
Gentleman finished story; Gentleman goes away. 

V. Correlation. 

Problem. Select all the words in the lesson which contain 
other words. 

The Creator — Page 118 

I. Preparation for Thought. It is very hard indeed 
to get the children to portray God as a Creator. Knowing 
that He made the earth, the sun, the moon, and all creation 
does not touch the heart of the child enough to produce a 
personal love of the Giver. But when we enumerate the 
things they enjoy, all the little things that mean so much to 
each individual, their personal gratitude is aroused. In this 
poem we have, then, an opportunity to make the children 
realize in a very personal way the goodness and kindness of 
our Creator. 

Read the poem two or three times. After reading it say, 
“Isn’t God very good to us!” or something similar. An 
abrupt closing now and then has greater effect than a long 
discussion. 

II. Preparation of Mechanics. 

New Words. 

Creator doeth goodness 

Phrase Drill. 

wise and wonderful their glowing colors 

Phonics. Review gl, cr, en, and ing. 

Words in Words. 

doeth 
do 


glowing 

glow 

low 


SECOND READER WORK OUTLINE 


79 


Word Game. Glowing. 

glad blow 
gl ad bl ow 
gl ow ing 

glowing 

Jesus Feeds the People — Pages 119-121 

I. Preparation for Thought. Jesus was so loved by 
the people that great crowds followed Him wherever He 
went. The people loved to hear Him speak. They would 
sit on the grass and listen to His wonderful words. As they 
listened to Him, their hearts would become so happy that 
they would forget everything, even the need of eating food. 
The story we are going to read tells us that once when Jesus 
was very tired a great crowd gathered about Him. Jesus 
spoke to the people in the crowd for a long time. Men, 
women, and children sat on the grass listening to Him. 
When Jesus had finished speaking He knew that He could 
not send the people away fasting. He realized that they 
had eaten nothing for a long time and if they went away 
without food many of them would faint on the way home. 
So He fed the great gathering of people in a way that only He 
could do. The reading lesson will tell us just how Jesus did 
this. 

Questions for Thought. Does Jesus do something like 
this for us ? 

Explanation of Difficult Terms. 

multiplied the five loaves rather than have them go home hungry 
His apostles reached the country place 

He performed a miracle what are these among so many? 
they followed Him 


80 


TEACHERS’ MANUAL 


II. Preparation of Mechanics. 

New Words. 

119. apostles feeds 

120. loaves 

121. wonder miracle multiplied performed 

Phrase Drill. 

they followed Him multiplied the five loaves 
more than enough performed a miracle 


Phonics. Review ee and pi. 
Words in Words. 


getting 

bread 

get 

read 

Word Games. Feeds , frame. 

feels do 

front same 

fee Is d o 

fr ont s ame 

fee d s 

fr ame 

feeds 

frame 


III. Oral Reading - Motive. When you read this 
lesson to the class try to read it so well that other little 
children will be pleased to learn about Jesus. 

Mental Word Pictures. Tell what picture comes to your 
mind when you hear these words: 

The people followed Jesus. 

The people sat on the grass. 

IV. Second Silent Reading - Motive. Re-read the 
story until all the hard words become easy to say. 


SECOND READER WORK OUTLINE 


81 


What Would You Do? — Page 122 

I. Preparation for Thought. This is another silent 
reading lesson. The teacher can learn much about her 
pupils from the responses which these questions call forth. 
All the pupils can be tested in silent reading. The lesson will 
not become monotonous, because each reply will be as inter¬ 
esting as the first. 

II. Preparation of Mechanics. 

New Words. 

priest slipped 

Phonics. Review st. 

Who Was Right? — Pages 123-130 

I. Preparation for Thought. Frances Carroll and 
Anna White were little companions. Although they loved 
each other, one day something happened that made Frances 
angry with Anna. 

First Silent Reading. The story tells why Frances became 
angry, and how she and Anna become friends again. Would 
you like to read it ? 

Question for Thought. What is the best way to get over 
a quarrel? 

II. Preparation of Mechanics. 

New Words. 


123. 

Carroll 

Frances 

lessons 

124. 

gold 

paper 


125. 

blame 



126. 

almost 

recess 


127. 

ringing 

rude 

mine 

128. 

ducks 

polite 


129. 

believe 

ashamed 


130. 

forgive 

yourself 



82 


TEACHERS’ MANUAL 


Phrase Drill. 

win a gold watch Perhaps you did not 
say anything almost crying 

became angry has been rude 

the polite way- Fox and ducks 

Phonics. Review ine, ante , ell, ite, and hi. 

Words in Words. 

lesson blame almost forgive myself yourself 

less lame most for my your 

son give 

III. Oral Reading - Motive. Read the story so well 
in school that mother and father will be pleased to hear you 
read it at home. 

Dramatization. Let the class choose the pupils they think 
best suited to play the parts of Frances, Anna, and Mrs. 
Carroll. 

IV. Second Silent Reading - Motive. Re-read the 
story and while you are reading select the part of the story 
that you like best. 

The Swing — Page 131 

I. Preparation for Thought. Read the poem while 
the children listen. Read it again, with the children fol¬ 
lowing in books. Ask the children to read it alone. After 
reading it in this way the class will soon be able to recite it. 

II. Preparation of Mechanics. 

New Words. 


cattle 


countryside 


pleasantest 


SECOND READER WORK OUTLINE 


83 


Phrase Drill. 

the pleasantest thing the countryside 

I go flying again 

Phonics. Review ar, sw, oa. 

Words in Words. 

cattle countryside pleasantest 

cat country ant 

at side an 

Cross Word Puzzle — Page 132 

I. Preparation for Thought. This is a lesson on word 
study. Children enjoy and profit much by it. 

II. Preparation of Mechanics. 

New Words. 

board card fore 

Words in Words. 

card 

car 

Word Game. Card. 

care hard 
c are h ard 
c ard 

card 

What a Child Should Do — Page 132 
New Words. 

behave mannerly 

Phonics. Review e final. 

Words in Words. 

bowing mannerly 

bow man 


84 


TEACHERS’ MANUAL 


Word Games. Behave, bowing. 

be hold gave 
be h old g ave 
be h ave 

behave 


ave 


but cow sing 

b ut c ow s ing 
b ow ing 

bowing 


Friends of the Birds — Pages 133-138 

I. Preparation for Thought. Anna and Fred Ray 
found a little bird that had been injured. 

The story of Longfellow's poem, “The Birds of Killing- 
worth," can be told simply to add interest to this lesson. 

First Silent Reading. Read the lesson. When you find 
out who helped Anna and Fred, tell me. 

Questions for Thought. What other story in the reader 
told about a kind act towards a little bird? Are the birds 
of any value ? 

II. Preparation of Mechanics. 

New Words. 

133. Ray taking 

134. bind either 

135. car outside 

136. found salve 

138. bowing 

Phrase Drill. 


the farmhouse outside the door 

he was surprised 


Phonics. Review oo (long), ur, and ow (how). 
Words in Words. 


returning 

return 

turn 


outside 

out 


opened 

open 

pen 


side 


SECOND READER WORK OUTLINE 


85 


Word Games. Ray , bind. 


run say 
r un s ay 
R ay 
Ray 


blow find 
b low f ind 
b ind 
bind 


III. Oral Reading - Motive. After the oral reading, 
the class will select the best readers to represent the charac¬ 
ters mentioned in the lesson. Read so that you will deserve 
to be selected for the character you wish to represent. 

Dramatization. What little girl in your classroom would 
play the part of Anna well? Who, do you think, would act 
just like little Fred in the story? The doctor ought to be a 
tall, clever boy. Who will play that part best? 

IV. Second Silent Reading - Motive. After reading 
about the kindness Anna and Fred showed to the little bird, 
think in how many ways you can be kind to birds. 

V. Correlation. 

Drawing. Trace birds. Color them. Select the best 
for a decoration. If it is winter time, make posters of birds 
looking for food or some suggestive design showing kindness 
to birds. 


Moses — Pages 139-141 


I. Preparation for Thought. Explain the decree of 
PharaQ and the consequent fear of the Hebrew mothers. 
Explain that this particular mother devised a plan through 
which her little baby boy was saved. 

First Silent Reading. This story will tell us how the 
baby was saved. 

Questions for Thought. Find another story in this book 
that tells how another Baby Boy was saved. 


86 


TEACHERS’ MANUAL 


II. Preparation of Mechanics. 

New Words. 

139. bulrushes Moses orders 

140. comfort maid princess 

Phrase Drill. 

the bulrushes tried to comfort it 

Phonics. Review es, ai, u short, and or. 

Words in Words. 

comfort orders princess 

for or in 

Word Game. Maid. 

may afraid 
m ay afr aid 
m aid 

maid 

III. Oral Reading - Motive. Have the story read by 
volunteer readers. After the reading ask the audience which 
of the volunteers read with best expression. 

IV. Second Silent Reading - Motive. Read the story 
on page 85 and this story too. Then tell who the two boys 
were that were saved. Tell how each was saved. 

V. Correlation. 

Drawing. Draw the basket in which Moses was laid. 
Draw bulrushes. 

Problem. From the lesson select long words. Use these 
words in sentences. 

Jesus Ascends into Heaven — Pages 143-144 

I. Preparation for Thought. In the previous lessons 
of this series, the children have read the story of the birth, 


SECOND READER WORK OUTLINE 


87 


the childhood, the miracles, the crucifixion, the burial, and 
the resurrection of Jesus. Introduce this story of the As¬ 
cension by reviewing in short the chief incidents of Our 
Lord’s life. All these incidents of Our Lord’s life should be 
a connected narrative making a complete picture of Christ’s 
fife on earth. 

Lessons and pictures relative to this subject in the series 
will be found on the following pages : 

Primer , Pages 33, 34, 60, 71, 72, 87, 92. 

First Reader, Pages 42, 51, 116, 129, 131. 

Second Reader, Pages 85, 191, 143. 

First Silent Reading. This story tells us what Jesus did 
from Easter Sunday morning until He ascended into 
heaven. 

Questions for Thought. How do you think the Jews felt 
who put Jesus to death when they heard that He was alive 
again ? 

II. Preparation of Mechanics. 

New Words. 

143. arose marks ascends nails 

144. ascended prove risen truly forty during remain 

Phrase Drills. 

the apostles were were filled with fear 

placed in a tomb would remain 

risen from the dead 

Phonics. Review ai, ar, ow (low), tr, ly, and c before e. 

Words in Words. 

arose ascended forty risen mark 

rose ascend for is ark 


88 


TEACHERS’ MANUAL 


Word Games. Mark , nails. 

moon dark no tail 

m oon d ark n o t ail s 

m ark n ail s 

mark nails 

III. Oral Reading - Motive. Prepare to read the 
entire story of the life of Christ, using a Primer and the First 
and Second Readers of the American Readers for Catholic 
Schools. 

IV. Second Silent Reading - Motive. There are 
many difficult words in this lesson. Review this lesson 
occasionally until most of the children feel that they have 
mastered the words of the lesson. 

V. Correlation. 

Project. If possible mount pictures .illustrating the life 
of Christ from His birth to the Ascension. Place these in 
the board ledge. Ask the children to write two stories 
(sentences) about each picture. 

Thought Questions — Page 145 

I. Preparation for Thought. These thought ques¬ 
tions ought to be preceded by a review such as was suggested 
in the manual for page 143 of the reader. Taken in this way, 
we have the first presentation of study through reading. 

II. Preparation of Mechanics. 

New Word. 

whom 

Phonics. Review end. 

Mozart’s Prayer — Pages 147-153 

I. Preparation for Thought. Tell the children what 
a great musician Mozart was and what sublime music he 


SECOND READER WORK OUTLINE 


89 


composed. When you have impressed them with Mozart’s 
greatness, tell them what a poor boy he once was, and how 
his faith in prayer was rewarded. 

First Silent Reading. I want you to find out yourselves 
how Mozart’s prayers were answered. 

II. Preparation of Mechanics. 

New Words. 

147. Mozart Wolfgang beginning player 

148. wild fallen 

149. knelt hardly plenty 

150. musician 

152. invited 

153. studied 

Phrase Drill. 


Her tiny brother catch the sound 
the flowing river studied very hard 

was so delighted 


Phonics. Review ite and k in knocked. 

III. Oral Reading - Motive. Invite some friends from 
the other classrooms to your room to hear you read this 
interesting story of Mozart. 

Dramatization. This lesson lends itself to dramatization. 
The change of scene will have to be explained to the little ones. 

IV. Second Silent Reading - Motive. Find these 
phrases: 

her tiny brother turned around 

to enjoy life to play well enough 


the wild birds sing 
hardly ever smiles 


prayed from their hearts 
all the money I get 


knocked at the door 
one of his pieces 
come and live near him 
near the gentleman’s home 


90 


TEACHERS’ MANUAL 


Y. Correlation. 

Problem. From the words of the lesson, select words that 
contain other words. 

The World’s Music — Page 153 
New Words. 

sulk waken hum smiling 

Word Game. Waken. 

was taken 
w as t aken 
w aken 

waken 


A Puzzle — Page 154 


I. Preparation for Thought. Introduce the selection 
by asking a boy how many pockets he has, ask a girl how 
many pockets she has. Make a comparison by asking, 
“Why do boys always have more pockets than girls?” 
Suggest that the poem, “A Puzzle” may solve the problem. 
Read it to them. “Do you think it answers our question?” 

II. Preparation of Mechanics. 

New Words.. 

Benny carry doesn’t hadn’t handy he’s hurry 

Lockqt Lucy marbles pocket worry reason confess 

dozen favored less 


Phrase Drill. 

hadn’t any pockets 
he’s in a hurry 
quite a worry 


Lucy’s brother Benny 
’Tis sometimes 
be favored 


SECOND READER WORK OUTLINE 91 

Phonics. Review ar, ock, and y as in easy. 

Words in Words. 

handy 
hand 
and 

Word Games. Handy, marbles, pocket, less. 

hill candy market pebbles pen lock met 

h ill c andy mar ket peb bles p en 1 ock m et 

h andy mar bles p ock et 

handy marbles pocket 

A Kind Deed — Pages 155-157 

I. Preparation for Thought. Doing a kind deed for 
another person always makes one happy. Little Louise of 
this story was very thoughtful and kind to others. 

First Silent Reading. Who will be the first to find the kind 
deed Louise performed ? 

Question for Thought. Would Louise have been happier 
had she kept the flowers? 

II. Preparation of Mechanics. 

New Words. 

155. Brooks Webb forgotten Louise deed 

156. prettiest held 

Phonics. Review ook, hr, and end. 

III. Oral Reading - Motive. This would be a very 
enjoyable lesson to read to some guest. Prepare it for such 
an occasion. 

IV. Second Silent Reading - Motive. When re-read¬ 
ing this lesson think of some kind deeds that you have seen 
others perform. Be prepared to tell them. 


life dress 
1 ife dr ess 
1 ess 
less 


92 


TEACHERS’ MANUAL 


The Indians — Pages 158-160 


I. Preparation for Thought. Review the story of 
Christopher Columbus on page 59. That will give a back¬ 
ground to this lesson. Induce the children to talk about the 
Indians. A few pictures and curios of Indian life will make 
the talk more interesting. 

First Silent Reading. After this conversation, the ques¬ 
tion, “Would you like to read this story?’' will be sufficient 
to make each pupil interested. 

Questions for Thought. When Columbus saw the red men 
he thought they were strange. Why? 

When the red men saw Columbus and his men they 
thought the white men were strange. Why ? 

II. Preparation of Mechanics. 

New Words. 

158. Indians mats poles skins wigwams smoke 

159. feathers fighting hunting lounging painted spent 

squaws tilled clothes 

160. chief dish plant 

Phrase Drill. 


strange people 
skins or mats 
tilled the land 


The Indians 
lived in wigwams 
lounging around 


Phonics. Teach squ. Review oke, aw, un, ish, ai, and ig. 


squaw 

squ 


square 

squirrel 


SECOND READER WORK OUTLINE 


93 


Words in Words. 


mats Indians 

at In 


skins fighting 
in in 

fight 


spent tilled 

pen till 


ill 


Word Games. Mats, poles. 


man rattles 
m an r at tie s 
m at s 


mats 


pull holes 

p ull h oles 
p oles 

poles 


III. Oral Reading - Motive. Read the part of the 
story about the Indian wigwams; the Indian women; the 
Indian men ; the Indian children; the Indian baby. 

IV. Correlation. 

Project. Make a poster. 

Draw a wigwam. Write two stories (sentences) about 
the wigwam. 

Drawing. Draw an Indian’s pipe. Color it. Cut it out. 
Take it home to father. 


Foot Soldiers — Page 161 


I. Preparation for Thought. After children under¬ 
stand this little poem, they enjoy its charm. Whatever is 
connected with baby life is great fun to them. 

Many will want to read it to the class. 

II. Preparation of Mechanics. 

New Words. 


beyond 
Phrase Drill. 


captain 


drill 


Beyond the Knee High hill travel down 


94 


TEACHERS’ MANUAL 


Phonics. Review dr , ill, and tr. 

Words in Words. 

captain drill 

cap ill 

Word Game. Captain. 

crib lap mountain 
c rib 1 ap moun tain 
c ap tain 

captain 

One, Two, Three — Pages 162-164 

I. Preparation for Thought. This long poem is 
really a story about an old, old, old, old lady and about a 
little crippled boy. They play hide-and-go-seek without 
moving from their place under the maple tree. 

If one of you can tell me how they played it, we’ll play 
hide-and-go-seek as they did. Read the (narrative) poem. 

II. Preparation of Mechanics. 

New Words. 

162. couldn’t lady half-past thin twisted romping 

163. bend china glee guesses known maple sunlight 
wasn’t you’d queer key 

164. clothespress cupboard can’t gran’ma stirred lame 
wrinkled 

Phrase Drill. 


romping and jumping 
the china closet 
never had stirred 


thin little twisted knee 
queer old key 


SECOND READER WORK OUTLINE 


95 


Phonics. Review qu , gl, ow (low), k before knocked , and cl. 
Words in Words. 


thin twisted 

in twist 


sunlight bend cupboard warmer 

sun end cup warm 

light board 


Word Games. Twisted , thin, glee , maple. 

twig stone red think begin 

twi g st one r ed th ink beg in 

twi st ed th in 

twisted thin 

men race people 
m en r a ce peo pie 
m a pie 

maple 


glow trees 
gl ow tr ee s 
gl ee 

glee 


Calling the Violet — Page 165 

I. Preparation for Thought. Before reading the 
poem give the children a preparatory talk. 

The birds, the leaves, the flowers, the insects are all friends. 
When winter is near they say good-bye to one another. The 
birds fly away South and return North when winter is over. 
In this poem the birds have returned and are calling for their 
friends, the violets. 

Read the poem. Let a number of children read it. 
Dramatization. Dramatize the poem. 

II. Preparation of Mechanics. 

New Words. 


isn’t 


mossy 


shade 


96 


TEACHERS’ MANUAL 


Phrase Drill. 

the rock’s mossy shade May isn’t May 
wings flutter and fly 

Phonics. Review qu, in, and ick. 

Word Game. Shade. 

sunshine grade 
sun sh ine gr ade 
sh ade 

shade 

St. Teresa of the Child Jesus — Pages 166-171 

I. Preparation for Thought. This lesson will give the 
teacher an opportunity to explain to her pupils what a saint 
is. The Little Flower was a mere child. She led a holy life 
and became a saint. The secret of St. Teresa’s life may be 
summed up in the sentence: “Teresa thought of God first 
and of herself last.” 

First Silent Reading. Read this story so well that you 
will also be able to tell it to mother when you return 
home. 

Questions for Thought. The saints were little boys and 
girls as you. Perhaps there are some boys and girls here 
who will be great saints. Do you think so ? 

II. Preparation of Mechanics. 

New Words. 

166. Teresa 

167. France 

169. recovered relate 

170. convent fifteen 

171. continue greatest shower honor meant 


SECOND READER WORK OUTLINE 


97 


Phrase Drill. 

the statue of St. Teresa wonderful to relate 
Teresa recovered she would continue 

the greatest honor 


Phonics. Review est, gr, ent, ue, and e final. 
Words in Words. 


forever 


recovered 

relate 

continue 

grown 

for 


covered 

late 

tin 

grow 

ever 


cover 

ate 


row 

Word Games. Statue, grown, roses. 



store 

sat hue 

grains known 

round 

nose 

st ore 

s at h 

ue 

gr ains kn own 

r ound 

n ose s 

st 

at 

ue 

gr own 

r 

ose s 


statue 


grown 


roses 


III. Oral Reading - Motive. Make up a reading pro¬ 
gram for the third grade. Prepare this story for that 
occasion. 

IV. Second Silent Reading - Motive. Re-read this 
story and be prepared to answer these questions : Where was 
little Teresa born? At what age did Teresa make her First 
Holy Communion? What did she say to her father on this 
day? 

Show that the Blessed Mother loved Teresa. What did 
Teresa say she would do when she would reach heaven? 
Has she kept her word? 

V. Correlation. 

Project. Mount a picture of the Little Flower on paper. 
Ask the children to write a few stories (sentences) about her. 
Reward those whose work is neat by exhibiting these special 
papers in a conspicuous place in the classroom. 


98 


TEACHERS’ MANUAL 


A Music Box — Page 172 

I. Preparation for Thought. I wonder who this 
little music box is. Read the poem. If no child has grasped 
the idea after a second reading, tell them who the music box 
is supposed to be. Draw comparisons suggested by the 
poem. 

II. Preparation of Mechanics. 

New. Words. 


tangled tune 

Phrase Drill. 

little living tune 
tangled up 

in tune will always play 


wound spoil 


naughty, cross or rude 
spoil the pretty song 


Phonics. Review ou. 

Word Game. Wound. 

work around 
w ork ar ound 
w ound 


wound 


HELPFUL BOOKS ON THE SUBJECT 


Anderson, C. J., and Davidson, Isobel. Reading Objectives. Philadelphia. 
Laurel Book Company, 1925. 

Bolenius, E. M. Primer and First Grade Manual. Boston. Houghton 
Mifflin Company. 

Briggs, T. A., and Coffman, L. D. How to Teach Reading. Chicago. 
Row Peterson & Co. 

Burgess, M. A. The Measurement of Silent Reading. New York. Rus¬ 
sell Sage Foundation, 1921. 

Buswell, G. T. Fundamental Reading Habits. Department of Education, 
University of Chicago, 1922. 

Catholic University of America. Dept, of Education. Educational 
Research Bulletins. Yol. II. Washington, D. C. Catholic Educa¬ 
tion Press, 1927. 

Clark, S. H. How to Teach Reading in Public Schools. New York. 
Scott, Foresman & Co., 1898. 

Colby, J. R. Literature and Life in School. Boston. Houghton Mifflin 
Company. 

Davis, S. E. The Technique of Teaching. New York. The Macmillan 
Company, 1922. 

Gray, C. T. Deficiencies in Reading Ability; their Diagnosis and Reme¬ 
dies. Boston. D. C. Heath and Company, 1924. 

Gray, W. S. Principles of Method in Reading. Eighteenth Yearbook of 
the National Society for the study of Education. Bloomington, Ill. 
Public School Publishing Co. 

Hall, G. S. How to Teach Reading and What to Read in School. Boston. 
D. C. Heath and Company. 

Hilpert, R. E. Reading in the Saint Cloud Public Schools. 5th ed. St. 

Cloud, Minn., Board of Education, 1927. 

Horne, H. H. Story-telling, Questioning, and Studying. New York. The 
Macmillan Company, 1917. 

Huey, E. B. The Psychology and Pedagogy of Reading. New York. 
The Macmillan Company, 1908. 

Jenkins, Frances. Reading in the Primary Grades. Boston. Houghton 
Mifflin Company. 


99 


100 


HELPFUL BOOKS ON THE SUBJECT 


Judd, C. H. Reading: Its Nature and Development. Department of 
Education, University of Chicago, 1918. 

Klapper, Paul. Teaching Children to Read. New York. D. Appleton 
& Company. 

Krackowitzer, A. M. Projects in the Primary Grades. Philadelphia. 
J. B. Lippincott Company, 1919. 

Laing, N. E. Reading. Boston. D. C. Heath and Company. 

Lowe, Orton. Literature for Children. New York. The Macmillan 
Company, 1922. 

McMurry, C. A. A Special Method in Primary Reading. New York. 
The Macmillan Company, 1926. 

Mowat, 0. D. A Synopsis of English Sounds. New York. The Mac¬ 
millan Company, 1926. 

O’Brien, J. A. Silent Reading. New York. The Macmillan Co., 1920. 

Olcott, Francis J. The Children’s Reading. Boston. Houghton Mifflin 
Co., 1912. 

Parker, S. C. General Methods of Teaching in Elementary Schools. Bos¬ 
ton. Ginn and Company. 

Parker, S. C. Types of Elementary Teaching. Boston. Ginn and Com¬ 
pany, 1923. 

Pennell, N. E., and Cusack, A. N. How to Teach Reading. Boston. 
Houghton Mifflin Co., 1923. 

Peppard, H. M. The Correction of Speech Defects. New York. The 
Macmillan Company, 1925. 

Report of the National Committee on Reading. Twenty-fourth Year¬ 
book of the National Society for the Study of Education. Blooming¬ 
ton, Ill. Public School Publishing Co., 1925. 

Report of the Society’s Committee on Silent Reading. Twentieth Year¬ 
book of the National Society for the Study of Education. Blooming¬ 
ton, Ill. Public School Publishing Company, 1921. 

Smith, W. A. The Reading Process. New York. The Macmillan Com¬ 
pany, 1922. 

Stone, C. R. Oral and Silent Reading. Boston. Houghton Mifflin 
Company, 1922. 

Uhl, W. L. The Materials of Reading. Boston. Silver, Burdett & Co., 1924. 

Watkins, Emma. How to Teach Silent Reading to Beginners. Philadel¬ 
phia. J. B. Lippincott Co., 1926. 

Weeks, R. M. Socializing the Three R’s. New York. The Macmillan 
Company, 1920. 

Wheat, H. G. Oral and Silent Reading. Boston. Ginn and Company, 1923. 




APPENDIX 


ace 

face 

race 

place 

grace 

placed 50 

ack 

Jack 

back 

black 

blackbirds 

haystack 

horseback 89 


ade 


made 


ag 


bag 


ai 


saint 


wait 


waited 


waiting 


daisies 

13 

fairies 

15 

fairyland 

17 

airships 

25 

lain 

26 

Spain 

63 


gain 

83 

Naim 

98 

raises 

98 

explained 

103 

mountain 

104 

paints 

110 

maid 

140 

nails 

143 

painted 

159 

aid 


afraid 


laid 


ail 


tail 


pail 


sail 

36 

sailor 

61 

nails 

143 

ain 


fainted 


rain 


training 


train 


lain 

26 

rainbow 

36 

Spain 

63 

grains 

82 

gain 

83 


mountain 104 - 


paints 

110 

captain 

161 

air 


hair 


chair 


fair 


stairs 

33 

ake 


make 


wake 


cake 


take 


awake 


bake 


snowflakes 

17 


hall 

ball 

call 

fall 

called 

calling 

small 

wall 

tall 

am 

Sam 


swam 

Abraham 89 

ame 

came 
game 
name 
became 
flame 41 

same 67 

named 77 
blame 125 
ashamed 129 
lame 164 
an 

Anna 

another 

can 

canoe 

Santa 

man 

began 

candy 

Christian 

Dan 

piano 

policeman 

plants 

woman 

branches 16 








102 


TEACHERS’ MANUAL 


answered 18 
organ 101 

com¬ 
panions 109 
mannerly 132 
gran’ma 164 
and 

grandfather 

hand 

candy 

grand 

lands 

sand 

stands 

babyland 5 
fairyland 17 
understand 24 
landed 63 
handy 154 


ape 


cape 

V 

ar 


carpenter 


darling 


march 


star 


dollar 


far 


farther 


farmer 

10 

afar 

12 

harsh 

18 

Margaret 

20 

large 

47 

farmhouse 

51 


pardon 

58 

farm 

65 

car 

135 

Mozart 

147 

arch 


marched 


ard 


garden 


guard 


hard 


hardest 

39 

card 

132 

hardly 

149 


are 

care 

share 

careful 

bare 16 

cares 26 

ark 

barked 

dark 

hark 

market 

marks 143 

at 
fat 
sat 

Saturday 

cat 

that 

matter 

pit-a-pat 

rat 

rattle 4 


attending 79 

hat 100 

cattle 131 

mats 158 

ate 

gate 

skates 

rate 15 

intimately 26 

late 57 

relate 169 

aw 

saw 

straw 67 

drawing 116 

squaws 159 

ay 
lay 

Monday 

pay 

play 

playing 

plays 

day 

Wednesday 

Friday 

pray 

say 

way 

Sunday 

Thursday 

Tuesday 

Saturday 

today 

birthday 

hay 


haystack 

may 

prayed 

stayed 

played 2 
gray 7 

anyway 7 
yesterday 60 
gay 75 

stray 101 
Ray 133 
player 147 

bl 

black 

blackbirds 

bless 

blue 

blow 

blossoms 18 
bloom 41 
blue-eyed 107 
blame 125 

br 

bring 

brother 

brought 

brave 

bridge 

bright 

broke 

brown 

Gingerbread 

branches 16 

breakfast 24 

brightened 103 

Brooks 155 





APPENDIX 


103 


c before e 


Alice 


ice 


ceiling 


danced 


policeman 


since 

21 

fence 

29 

placed 

50 

piece 

75 

received 

108 

Frances 

123 

recess 

126 

princess 

140 


c before i 
Annuncia- 


tion 

19 

city 

77 

ch 


chair 


cheers 


child 


children 


church 


much 


watch 


chest 


chick 


chin 


chocolate 


chum 


teacher’s 


reach 


choose 

15 

branches 

16 

cheeks 

29 


reached 

63 

kitchen 

65 

cheese 

75 

chalk 

76 

pinched 

81 

such 

86 

teach 

86 

cherry 

88 

chap 

94 

match 

108 

watched 

110 

chief 

160 

china 

163 

cl 


clock 


close 


o’clock 


clean 


clear 


clang 


cling 


cloud 

17 

class 

33 

closet 

46 

climbed 

90 

clothes 

159 

clothes- 


press 

164 

cr 


cradle 


cross 


cream 


cried 


crown 


cry 


crow 

6 


creep 

13 

creatures 

25 

Creator 

118 

dr 


drink 


drive 


drum 


dream 


dreaming 


dressed 

2 

dry 

34 

dries 

37 

dropped 

46 

dresses 

78 

drops 

82 

drawing 

116 

drill 

161 


e final 
alone 
cake 
Rose 
bite 
use 
quite 
picture 
nose 
rope 
shake 
side 
while 
wide 
wise 
taste 
telephone 
those 

pure 5 


miles 

5 

hole 

8 

springtime 

13 

bare 

16 

fireside 

19 

beside 

20 

secure 

28 

inside 

46 

hide-and- 

seek 

49 

figure 

57 

late 

57 

excuse 

58 

aside 

60 

surprise 

66 

bones 

67 

same 

67 

Jane 

68 

joke 

74 

sunshine 

75 

write 

76 

awoke 

81 

safe 

93 

arise 

99 

pride 

104 

fine 

111 

Pope 

115 

Rome 

115 

mine 

127 

polite 

128 

country¬ 

side 

131 

fore 

132 

behave 

132 

arose 

143 

smoke 

158 

lame 

164 








104 TEACHERS’ MANUAL 


relate 169 

tune 172 

ea 

cream 

each 

eat 

please 

meat 

read 

beat 

clean 

dream 

ease 

east 

underneath 

Easter 

leap 

leaves 

means 

neat 

reach 

reading 

scream 

stream 

dream 

teacher’s 


lean 16 

creatures 25 

leafy 26 

speak 30 

seas 36 

beneath 1$ 

meal 51 

reached 63 

seasons 76 

teach 86 

weakest 93 


pleased 106 
sunbeams 111 
reason 154 
dead 
death 
forehead 
Gingerbread 
head 
heavenly 
meadow 
ready 
spread 
threads 
instead 10 

breakfast 24 

heavy 64 

pleasant 82 

death 85 

pleas¬ 
antest 131 

feather 159 

greatest 171 

meant 171 

ear 
ear 
dear 
fear 
hear 
near 
year 
clear 
dearest 
ears 
nearer 
neared 
early 
learn 


heard 

learned 

learning 

earth 

36 

hearty 

83 

tears 

111 

ed 


bed 

red 

Fred 

fainted 

Edna 

fled 

rested 

sled 

wanted 

wicked 

wounded 

waited 

folded 

15 

lifted 

45 

fed 

50 

delighted 

62 

landed 

63 

bedstead 

64 

visited 

70 

bedroom 

82 

selected 

107 

ascended 

144 

invited 

152 

ee 


asleep 


keep 


knee 


see 


| sleep 



sweet 

three 

tree 

peek-a-boo 

cheer 

beef 

been 

green 

kneel 

meet 

need 

peeped 

wee 

week 

street 

teeth 

feel 

feet 


seem 

seemed 

seen 


queen 

6 

creep 

13 

peep 

13 

freeze 

16 

cheeks 

29 

deeper 

32 

freezes 

hide-and- 

37 

seek 

49 

free 

52 

indeed 

54 

cheese 

75 

thee 

96 

freedom 

104 

feeds 

119 

deed 

155 







APPENDIX 


105 


glee 

queer 

fifteen 

eep 

asleep 

keep 

sleep 

deep 

sheep 

creep 

deeper 

ell 

fell 

tell 

well 

bell 

hello 

smell 

dwell 

yellow 

fellow 

en 

carpenter 

children 

heaven 

open 

seven 

then 

ten 

when 

evening 

chickens 

engine 

enjoy 

firemen 

garden 


163 

163 

170 


13 

32 


18 

57 


gentleman 


golden 


heavenly 


hen 


listen 


men 


oven 


pencil 


wooden 


often 

7 

fallen 

15 

Helen 

20 

fence 

29 

frightened 

45 

pen 

51 

kitchen 

65 

happened 

66 

suddenly 

66 

kitten 

67 

even 

74 

spoken 

79 

Henry 

91 

women 

98 

brightened 103 

taken 

114 

risen 

144 

waken 

153 

dozen 

154 

Benny 

154 

forgotten 

155 


end 

send 

intend 51 

attending 79 

lendeth 83 

sendeth 83 


ascends 1J+3 
ascended 144 
bend 163 

ent 

went 
presents 
sent 21 

content 41 
plenty 50 
parents 87 
moment 90 
president 96 
different 114 
convent 170 

er 

another 

better 

brother 

carpenter 

corner 

father 

finger 

flutter 

grandfather 

her 

Horner 

mother 

never 

Rover 

shepherd 

sister 

water 

ever 

other 

after 

afternoon 


dinner 

Easter 

farther 

faster 

flowers 

Ginger 

matter 

nearer 

neither 

serve 

wherever 

winter 

over 

river 

summer 

teacher’s 

together 

under 

underneath 

wonderful 

danger 

later 2 

farmer 10 
buttercup 14 
perhaps 15 
whisper 16 
everywhere 17 
answered 18 
understand 24 
quicker 28 
whether 30 
deeper 32 
rather 35 
overtops 36 
prettier 36 
singer 41 
woodcutter 4 $ 






TEACHERS MANUAL 


106 


longer 

50 

persons 

52 

rooster 

55 

Christopher 59 

yesterday 

60 

America 

63 

October 

63 

bitter 

77 

remember 

93 

Turner 

103 

liberty 

104 

several 

106 

daughter 

108 

different 

U4 

younger 

115 

older 

115 

performed 121 

wonder 

121 

paper 

124 

mannerly 

132 

either 

134 

orders 

139 

player 

147 

feathers 

159 

recovered 

169 

shower 

171 

es 


glasses 


questions 


kisses 

4 

branches 

16 

houses 

25 

dresses 

78 

raises 

98 

Agnes 

105 

Frances 

123 


bulrushes 139 


Moses 139 
guesses 163 

est 

best 

nest 

dearest 

chest 

rested 

oddest 6 

prest 26 

hardest 39 
yesterday 60 
largest 78 
forests 89 
weakest 93 
happiest 114 
pleas¬ 
antest 131 
prettiest 156 
greatest 171 

et 

get 

let 

met 

pet 

yet 

market 

net 

forget 3 

Margaret 20 
set 33 

forget-me- 
nots 108 

locket 154 

ew 

new 


threw 

few 

flew 

grew 

fl 

flag 

floor 

flutter 

fly 

fled 

flew 


flowers 


flight 

5 

floating 

15 

flowing 

26 

flame 

41 

fr 


fruit 


friend 


afraid 


Fred 


Friday 


from 


Frank 


frost 


freeze 

16 

front 

U 

fresh 

S4 

freezes 

37 

frightened 

45 

fro 

49 

free 

52 

freedom 

104 

French 

115 

Frances 

123 

France 

167 


g before e 

angel 

dangers 

gentleman 

Ginger 


Ginger¬ 


bread 


manger 


message 

21 

cage 

24 

large 

47 

age 

57 

strange 

66 

edge 

66 

largest 

78 

George 

95 

orange 

108 


gl 

glasses 

glad 

gladly 

glorified 28 

glow 41 

glee 163 

gr 

grandmother 

grandfather 

great 

grace 

grass 

grand 

green 

grew 

ground 

grow 

gray 7 










APPENDIX 


107 


grown-up 

22 

grains 

82 

grave 

98 

Pilgrim’s 

104 

gran’ma 

164 

greatest 

171 

ick 


dickory 


pick 


sticks 


tick * 


tricks 


chick 


chickens 


quickly 


sick 


wicked 


picked 

14 

quicker 

28 

sticking 

64 

ide 


guide 


hide 


side 


wide 


sidewalk 


fireside 

19 

beside 

20 

inside 

46 

hide-and- 


seek 

49 

upside 

57 

pride 

104 

outside 

135 

ig 


big 


Pig 



ight 

night 

right 

might 

tonight 

bright 

flight 5 

candle¬ 
light 22 
sight 28 

light 37 

frightened J+5 
night-cap Jfi 
delighted 62 
mighty 82 
brightened 103 
fighting 159 

ill 

hill 

Jill 

till 

will 

Billy 

fill 

kill 

still 

tilled 159 
drill 161 

in 

infant 

Virgin 

chin 

dinner 

footprints 

Gingerbread 

pin 


win 


within 


spin 


winter 


instead 

10 

begin 

16 

tints 

18 

finished 

19 

robins 

26 

intimately 

26 

instruction 

39 

inside 

46 

intend 

51 

indeed 

54 

finish 

57 

India 

62 

pumpkin 

65 

cousin 

68 

pinched 

81 

splints 

108 

princess 

140 

beginning 

147 

invited 

152 

Indians 

158 

skins 

158 

thin 

162 

continue 

171 

ind 


kind 


find 


wind 


kindness 

2 

behind 

30 

remind 

114 

bind 

134 


ine 

fine 

mine 

sunshine 75 
fine 111 

mine 127 

ing 

catching 

darling 

evening 

finger 

going 

jumping 

looking 

playing 

sitting 

string 

sing 

things 

bring 

calling 

ceiling 

cling 

coming 

cutting 

doing 

dreaming 

everything 

flying 

hiding 

king 

laughing 

learning 

passing 

running 

something 






4 

5 

13 

u 

15 

16 

22 

25 

26 

37 

38 

41 

42 

48 

49 

62 

64 

70 

77 

78 

79 

83 

83 


TEACHERS’ MANUAL 


whirling 

87 

traveling 

89 

Washing¬ 


ton 

91 

carrying 

98 

drawing 

116 

ringing 

127 

taking 

133 

bowing 

138 

during 

144 

beginning 

147 

smiling 

153 

lounging 

159 

hunting 

159 

romping 

162 

ip 


airships 

25 

ir 


bird 


birdie 


sir 


Virgin 


blackbird 


girl 


birthday 


first 


third 


stir 

30 

ish 


fish 


wish 


finished 

19 

finish 

57 

dish 

160 

it 


hit 



lit 

pit-a-pat 

Rita 

sit 

kitchen 65 

bitter 77 

ite 

white 

quite 

kite 37 

write 76 

k (silent) 

knee 

know 

kneel 

knew 

knocked 4& 

knelt 149 

known 163 

le 

apple 

rattle 4 

maple 163 

miracle 121 

table 66 

trouble 4 

whistle 75 

cattle 131 

bundle 80 

iy 

gently 

early 

heavenly 

holy 

lily 


quickly 


really 


surely 


only 


lovely 

12 

softly 

16 

intimately 

' 26 

really 

40 

suddenly 

66 

mannerly 

132 

truly 

144 

hardly 

l'fi 

oa 


coat 


goat 


boat 


roar 


roared 


roast 


floating 

15 

road 

36 

coal 

88 

loaves 

120 


ock 

dock 

o’clock 

rock 

tock 

locked 49 

locket 154 

pocket 154 

oke 

woke 

spoke 





APPENDIX 


109 


joke 

74 

spoken 

79 

smoke 

158 

old 


cold 


hold 


told 


golden 


folded 

15 

folds 

28 

holds 

28 

gold 

124 

on 


lion 


upon 


won 


wonderful 


son 

2 

persons 

52 

seasons 

76 

Wash¬ 


ington 

91 

Johnson 

113 

lessons 

123 

reason 

154 

continue 

171 

ong 


long 


song 


strong 


along 


among 

16 

00 



door 

floor 

good 


look 
looked 
looking 
took 
shook 
footprints 
wood 
wooden 
stood 20 

Hood Jf.2 
woodcutter 48 
goodness 118 
Brooks 155 


oo (long) 


moon 


peek-a-boo 


room 


too 


school 


afternoon 


balloon 


food 


moo 


moon 


schoolroom 


poor 


soon 


choose 

15 

fools 

26 

cool 

37 

bloom 

41 

goose 

52 

rooster 

55 

booties 

64 

coo 

67 

bedroom 

82 


ook 

Brooks 155 

op 

hop 

top 

overtops 
stop 43 

workshop 61 

or 

corner 

for 

color 

nor 

stories 

story 

forget 3 

sort 15 

pastor’s 
comforteth 41 
sorts 57 

sailor 61 

doctor 79 
honored 87 
organ 101 
neighbor 103 
author 104 
forget- 

me-nots 108 
forward 113 
visitors 116 
Creator 118 
performed 121 
forgive 130 
orders 139 
forty 144 


forgotten 155 
honor 171 

orn 

born 

Horner 

morn 

morning 

corn 

horn 

pop-corn 80 

ou 

could 

country 

should 

would 

soup 

wounded 

trouble 4 

cousin 68 

countryside 131 

about 

around 

hour 

house 

mouse 

our 

out 

without 

found 

ground 

mouth 

round 

shout 

sound 

south 13 

cloud 17 






110 


TEACHERS’ MANUAL 


houses 25 

farmhouse 51 
loud 74 

count 76 

mountain 101 + 
outside 135 

lounging 159 

wound 172 


ow as low 


know 


followed 


grow 


low 


meadow 


row 


window 


blow 


show 


snow 


crow 

6 

snowflakes 

17 

yellow 

18 

grown-up 

22 

morrow 

33 

rainbow 

36 

glow 

U 

fellow 

57 

shadows 

1+9 

tomorrow 

116 


ow as in how 


cow 

how 

now 

town 

bow 

bowers 


bow-wow 


brown 


flowers 


crown 


however 


me-ow 


downy 

5 

gowns 

111 

bowing 

138 

shower 

171 

oy 


boy 


toy 


enjoy 


joy 


pl 


play 


playing 


plays 


please 


plum 


place 


plants 


played 

2 

placed 

50 

replied 

51 

pleasant 

82 

pleased 

106 

multiplied 121 

pleasantest 131 

player 

11+7 

plant 

160 


pr 

pray 

pretty 

footprints 


prayer 


present 


prize 


protect 


prest 

26 

prettier 

36 

preparing 

38 

promise 

40 

surprised 

66 

president 

96 

pride 

104 

priest 

122 

princess 

11+0 

prove 

144 

prettiest 

156 

clothes- 


press 

161+ 


sh 

shall 


share 

she 

shepherd 

shoe 

shop 

should 

shady 

shake 

sharp 

sheep 

shines 

shook 

shore 

shout 

shaking 11 + 

harsh 18 

fresh 31+ 

ships 36 


washing 37 
shadows 1+9 
sunshine 75 
Washington 91 
ashamed 129 
shade 165 
shower 171 
si 

asleep 

sleep 

sled 

sleigh 

slept 

slipped 122 

sp 

spin 

spot 

spread 

springtime 13 
speak 30 

Spain 63 

spoken 79 

spotless 87 

spoke 99 

splints 108 

spoil 172 

squ 

squaws 159 

st 

stable 

star 

sticks 

stop 

Easter 

fast 

faster 







APPENDIX 


111 


first 

haystack 

roaster 

stands 

street 

starry 

stayed 

steps 

still 

stopped 

stone 

story 

stories 


instead 

10 

stood 

20 

most 

20 

understand 21 + 

against 

26 

stone 

29 

stir 

30 

stairs 

33 

instruction 39 

stop 

1+3 

rooster 

55 

Chris¬ 


topher 

59 

bedstead 

61+ 

sticking 

61+ 

strange 

66 

straw 

67 

stockings 

70 

striving 

83 

fist 

91+ 

stray 

101 

priest 

122 

studied 

153 

stirred 

161+ 


str 

string 

stripe 

strong 

struck 

sw 

sweet 

swim 

swam 

swings 

th 

thank 

things 

think 

three 

throw 

thumb 

Thursday 

birthday 

death 

everything 

teeth 

thanksgiving 
third 
thought 
threw 
through 
underneath 
nothing 1 + 

earth 36 

burneth 1+1 

comforteth 1+1 

giveth 1+1 

helpeth 1+1 

beneath 1+9 

thankful 67 

anything 78 


months 78 

sendeth 83 

death 85 

author 101 + 

doeth 118 

thin 162 

another 

brother 

mother 

other 

that 

the 

their 

them 

with 

then 

there 

these 

they 

this 

without 

father 

farther 

mouths 

those 

threads 

together 

within 

rather 35 

although 1+1 

there’s 1+9 

though 77 

thee 96 

either 131+ 

feathers 159 

tion 
question 


Annun¬ 
ciation 19 
vacation 19 
instruction 39 

tr 

tree 

true 

tricks 

train 

training 

tried 

try 

trying 

trunk 

trouble 1 + 
traveling 89 
trip 115 

truly 11 +1+ 

qu 

queen 6 

quicker 28 
queer 163 
question 
quickly 

ue 

blue 

true 

Tuesday 

hue 

blue-eyed 107 
guesses 163 
continue 171 

ug 

hug 

tug 









112 


TEACHERS’ MANUAL 


um 

drum 
plum 
chum 
number 
summer 
Columbus 59 
hum 153 
ump 

jump 
jumping 
pumpkin 


65 


begun 

fun 

run 

sun 

Sunday 
until 
cunning 
Annun¬ 
ciation 19 

running 
understand 21 \ 
sun-kissed 28 
gun lf.8 

sunshine 75 

bundle 80 

sunset 109 

sunbeams 111 
sunlight 163 

ur 

church 


hurt 


whistle 

75 

Thursday 


whirling 

87 

curl 


y 


surprise 

66 

baby 


ure 


many 


pure 

5 

pretty 


secure 

urn 

turn 

28 

sleepy 

very 



Sally 


burn 


candy 


burneth 

turned 

41 

48 

funny 

hungry 


turnips 

returned 

50 

69 

merry 

nobody 


Turner 103 

party 

ready 


ut 


safety 


cut 


shady 


cutting 


sorry 


wh 


tiny 


what 


starry 


when 


story 


where 


Babyland 

5 

which 


downy 

5 

white 


jolly 

6 

why 


anyway 

7 

wherever 


every¬ 


while 


where 

17 

whip 


fairyland 

17 

whisper 

16 

leafy 

26 

everywhere 

17 

rosy 

29 

whether 

SO 

naughty 

39 

somewhat 

47 

plenty 

50 

Whitie 

67 

lazy 

61 


heavy 

Tabby 

city 


64 

67 

77 


anything 78 
mighty 
hearty 
Henry 
carrying 
body 
canary 
country¬ 
side 
forty 
Benny 
carry 
handy 
hurry 
Lucy 
worry 
lady 
mossy 
cherry 


by 

% 

my 

sky 

why 

cry 

flying 

myself 

try 

dry 


82 

83 

91 

98 

99 
106 

131 

1U 

151,. 

151, 

164 
154 
154 
154 
162 

165 
88 


34 







U ■.;•■ -■ . 

f.S ’ v i * a ! V- 


1 

•;■;■ xxyx^vx., cv: : S?' Xkd-'-yxd^yUxd'x^mm- 

- 


few 


► ’ . '•• r . - V *. • ' N , ’ i . 

Pi 

^XS ,r- X 


> M. 


,1 


/ . 




it t 


v \ 


*> * 


./•Vi ' 


. 

' 

> , :sil 

. 

. 



i=i%' £■- ' • ; ■•-•’• . f'i V- ■' x'"-' v'.v, ; t 'iji r.'V 1 •'■•'• 

V 4 » 1 • :. * , r. 

-' . 


•TVS' - " •••••• V- '■«»/}. s*’ ■ »■«£••<•. .. •. .''<VA .*«>!: t'm 

' 

— 

■ ■ 

; ; 4-4' 1 ''vj*/- XX' . yY-H :'i 

xtMx-kd kxxxXx ‘ :■•■?)’ S? ■:' 


i • ,*• • v M * >-vs7 v <.* ; ■ w * 'VC/** *» f v. • . i-A .yi-'i/ /,y. r: jiV&k'- ^/r../.«»vcv, V7V xf!*& 

.: . ir , -. - % • y*,*. • • • - ' v ' ' < t*t • •; • , . •.' \',*7v ■. ’* • >» '• 

* ■; ■ ■■: ;: si t % -%mk m%§sm&& 

-KW^rm-i'h . 

.&m A:*-mm&Pi ■ >4 ■• *4 r •.<**•.«{-tm-4* 

- 


IWff»«?* | #;■: Mm :fr 1 ^ ■: »p 

llJ T I ;feS|A 

■ v '. ; ' 

' 

v-wt d^fdxx.'-dxxxmx:‘x : :,, xx"'-: ■■*.■*•■..■ mx. m-xAxm^'^ xxxxinmxMMM 

r '. \ <■ ' • 


■$m : > V: 1 ■. xn. mmm 

•' ..' ■' ;■ ■■' ;-v,.V;:.;•;■ ;.■■ v:: xi 


I •i# ■ v Mi *,' *" , » ". .,'••• • ,W‘ -A. . \ • v • 'l. ' ’• ' ‘ . r |0 * 

-- :-4; ■.I:.-'. :' 

m : 

x V C- «; u .-r* 1 . .• y* J.; v ■ ■ • <■ , .i * r 


•. w. 


CWES* 




, V 




• :L/ Wt; «.iSC.* ¥v«l \}J *' «v^i’< V'S - I.V i*\S 




' 




All 




r -, iV 

v'ofc -'.4. '.:•' 

A\*r-,' . a 

rf'A' &■ :• ‘4''. 








•'•.■ ' A w 'v, .. •; :■ >., ” '. .. 

■ 


< l V‘ ; " : 

•J<, ■* • •■ .. ■ 

.1 >v » - • » • ’'■» 

l tv - >r ' 




'A '•' ■■ i .,\% v .'\.:-. " ■' 

• V : w^V:' 

*> ■ ■ • • • . * , • ’' ■ 

■ v. r 

x&rfbm d •:. • i< 4f- • ■ a 
















:Mi. ■: 


-S- 


V V 


‘ WKV 

• f • N 


Aj V 


Wli 


r, U; i 




- S ' . V * ! A - . 




' ' . '■" is JY ( V 

• ■ v .*'• •> v' '. :.' t»: ' ’ v'4 *•. ,N ■!£■& *-'• »'*>/'•'• V-.^ 1 


i > ».i 


- 

• ’ ' y < h • , / v 1 VJ '. v , , 

1 • ■ ■ • , <t,, 

f ;' •■ •:•■' ' ' ' 

' 

- 


y-.y^v; , 


AS 


’.’• ^ ».. •« : . /»■/»•, - '• L..1, . •* Jt '•* -*< * ' «. ' 

' ■:,•■:y.v ■ ',, ' m :$■.$: 

- 

■■ • .n v* v.v ,• -*' v-i *'; ; 51 .-•■?^ :> ->'■ ■' . i ; .»•(;. 4V‘'4. 

' '. ' ' :•■ W x •' :■■■ A ' ' '. s.% ..•*£«& . '■lo 




. L 


4^ 






m 



■ \v l 

A '.J * \ij»v ?iv* ‘ ' x i t>f 

f*f * *''V \&'h 1 1 > * V. . J r ? ! - ‘ , . R v 

ti rv'bffej : • , ■■•.' 'i ' . 












